Computer-assisted word reading interventions yield an average effect size of 0.36 on word reading outcomes across program types and languages in primary grades¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i1 small
Currency · newest study 2022 · checked against its sources 2026-10-21 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i1 Across computer-supported word reading interventions and outcome measures in primary school children, the multilevel average effect size was 0.36 (95% CI 0.28–0.43). → Verhoeven 2022

Evidence¶

Verhoeven 2022¶

Verhoeven, L.T.W.; Voeten, M.J.M.; Segers, P.C.J. (2022). Computer-assisted word reading intervention effects throughout the primary grades: A meta-analysis. Educational Research Review, 37, article 100486. https://doi.org/10.1016/j.edurev.2022.100486

q3 · i1 · quant-synthesis · r2

Meta-analysis of 67 studies (10734 children, 694 effect sizes) of computer-assisted word reading interventions published from 1995, analyzed with a multilevel approach; the average effect size was "0.36 with 95% CI (0.28, 0.43)".

"We identified 67 studies with a total number of 10734 children throughout the primary grades from which 694 effect sizes were derived. Following a multilevel approach, the average effect size across interventions and outcome measures was 0.36 with 95% CI (0.28, 0.43)."

Discussion¶

Learner Variables¶

• Decoding — outcome: instruction changes it
• Reading and Language — outcome: instruction changes it

Related Claims¶

• Computer-assisted word reading interventions transfer to reading comprehension with an average effect size of 0.21 — related
• Word-reading interventions significantly improve decoding, nonword decoding, reading comprehension, and spelling (g = 0.29-0.45) but not reading fluency — a narrower finding that bears on this claim
• Intervention effect sizes are moderated by treatment length, subword-level criterion variables, and speeded tests — related