Effects on reading comprehension are larger for primary schoolers than secondary schoolers and larger for typical readers than struggling readers, with no such differences for affirming motivations¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q4
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? Educational stage significantly moderated comprehension effects, favouring primary schoolers; motivation effects were equal across stages. → van der Sande 2023 q4 i? Reading level significantly moderated comprehension effects, favouring typical readers; motivation effects were equal across reader levels. → van der Sande 2023 (2)

Evidence¶

van der Sande 2023¶

van der Sande, L., van Steensel, R., Fikrat-Wevers, S., & Arends, L. (2023). Effectiveness of Interventions that Foster Reading Motivation: a Meta-analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09719-3

q4 · i? · quant-synthesis · r2

Categorical moderator analysis: primary education d = 0.36 versus secondary d = 0.12 on comprehension, Q(1) = 6.08*; affirming motivations did not differ (d = 0.38 vs 0.50, Q(1) = 0.44).

"Educational stage was a significant moderator of effects on reading comprehension; interventions involving primary schoolers were more effective than interventions involving secondary schoolers."

van der Sande 2023 (2)¶

van der Sande, L., van Steensel, R., Fikrat-Wevers, S., & Arends, L. (2023). Effectiveness of Interventions that Foster Reading Motivation: a Meta-analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09719-3

q4 · i? · quant-synthesis · r?

Categorical moderator analysis: mainly typical readers d = 0.36 versus mainly struggling readers d = 0.12 on comprehension, Q(1) = 5.59*; affirming motivations did not differ (Q(1) = 0.03).

"The interventions had significantly larger effects on reading comprehension if the sample included mainly typical readers than if it included mainly struggling readers."

Discussion¶

Related Claims¶

• The motivational effect of GenAI is larger in higher education than in primary and secondary education (exploratory) — related
• Early reading interventions (Grades K–1) show larger effects than interventions provided in Grades 2–5 — related
• Effects on affirming motivations are larger when total intervention duration is longer and when the share of boys in the sample is higher — related
• Interventions that trigger interest have larger effects on affirming motivations and reading comprehension than interventions that do not — related
• Programs focusing solely on motivation are equally effective in stimulating affirming motivations and reading comprehension as programs combining motivational support with skills instruction — related
• Interventions delivered by researchers have larger effects on reading comprehension than interventions delivered by others, mostly teachers — related
• Effects on affirming motivations were largest for teacher reports, but this rests on a single study — related
• Educational stage significantly moderates the digital reading-comprehension association: negative at primary and middle school, positive at high school and university — related