A Computerized Method to Teach Latin and Greek Root Words: Effect on Verbal SAT Scores.
Holmes, C. Thomas; Keffer, Ronald L. (1995). Journal of Educational Research, v89 n1 p47-50. Retrieved from: https://eric.ed.gov/?id=EJ522333
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examining70Students, grades10-12
ACT/SAT Test Preparation and Coaching Programs Intervention Report - Transition to College
Review Details
Reviewed: October 2016
- Randomized Controlled Trial
- Meets WWC standards without reservations
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Please see the WWC summary of evidence for ACT/SAT Test Preparation and Coaching Programs.
Findings
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Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
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SAT Verbal |
ACT/SAT Test Preparation and Coaching Programs vs. None |
6 Weeks |
High school students;
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402.94 |
361.39 |
Yes |
-- |
|
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Female: 56%
Male: 44% -
Rural
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Georgia
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Race Black 6%
Study Details
Setting
The study took place at a high school in rural northeast Georgia with students in college-preparatory-level English classes. The high school population was comprised of about 15% Black students, and about 16% were in the free/reduced-price lunch program. Overall, 59% of the students in this high school typically enroll in college. The average SAT scores at the school are below the national average.
Study sample
The sample demographics in the study were not representative of the school population. Four students in the study sample were Black, and none participated in the free/reduced-price lunch program. Nineteen (56%) of the 34 students in the intervention group were female. Twenty-eight (78%) of the 36 students in the comparison group were female. The average age of both groups was about 15 and a half years.
Intervention Group
The intervention in this study was a computerized program designed to help students improve their vocabulary scores on the SAT through the study of Latin and Greek root words. The program focused on a list of 90 common Latin root words and 11 common Greek root words. About 800 English words and derivatives have these 101 roots. Participants in the intervention group were allowed two 45-minute periods per week to use the program. Times were available both before and after school. The program employed a flash card-style interface in which students matched definitions to root words. Once students mastered the root words, they were then given a similar matching task with the English derivatives. The intervention period lasted 6 weeks.
Comparison Group
Students in the comparison group were not offered the computerized coaching program. They were recruited from the same college-preparatory English classes as the intervention students. No information about any alternative services received by the comparison students was provided in the study.
Support for implementation
No information was provided regarding support for implementation.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
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A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
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Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).