Age moderates the vocabulary-to-reading paths (effects increase with age) but not the fluency model or any SES paths¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Age significantly moderated the vocabulary knowledge to reading accuracy and vocabulary knowledge to reading comprehension paths, with effects increasing with age (β = 0.05 and β = 0.09, both p < 0.001). → Li 2021 q3 i? Age did not significantly moderate any path in the reading fluency model and did not moderate SES-to-PA, SES-to-VK, or SES-to-reading paths in any model. → Li 2021 (2)

Evidence¶

Li 2021¶

Li, J., Peng, P., Ding, N., Ma, X., & Zhao, J. (2021). How does family socioeconomic status influence children's reading ability? Evidence from meta-analytic structural equation modeling. https://www.frontiersin.org

q3 · i? · quant-synthesis · r2

OSMASEM moderation analysis on the reading accuracy model (omnibus χ2(5) = 25.66, p < 0.001). The age moderation of the VK-accuracy path explained 15.63% of between-study heterogeneity; the parallel comprehension-model moderation (β = 0.09, p < 0.001) explained 13.52%.

"the effect of vocabulary knowledge on reading accuracy increased with age (β = 0.05, p < 0.001), which explained the 15.63% variance of the between-study heterogeneity"

Li 2021 (2)¶

Li, J., Peng, P., Ding, N., Ma, X., & Zhao, J. (2021). How does family socioeconomic status influence children's reading ability? Evidence from meta-analytic structural equation modeling. https://www.frontiersin.org

q3 · i? · quant-synthesis · r?

OSMASEM across the three reading models found no age moderation of fluency paths and no age moderation of any SES-related path, which the authors describe as indicating stable impacts from SES to language and reading abilities.

"in the reading fluency model (Figure 4c), age was not a significant moderator for any path. Age was not found to moderate any of the relations between SES and PA, between SES and VK, as well as between SES and reading ability in any of the three models"

Discussion¶

Related Claims¶

• Country SES moderates the linguistic-skill-to-reading paths, with stronger phonological-awareness and vocabulary associations in developed countries, but does not moderate the direct SES-reading paths — related
• Composite SES indices predict phonological awareness more strongly than single SES indicators — related
• The association between family SES and children's reading is partially mediated, statistically, in parallel by phonological awareness and vocabulary knowledge — related
• SES shows significant direct and indirect effects on each reading outcome separately, with larger indirect effects through vocabulary for comprehension — related
• No significant subgroup difference was found in the magnitude of the direct effect of MA on reading comprehension for any moderator (except lower elementary non-significance) — related