Intervention duration in weeks and study-quality characteristics did not significantly moderate extensive reading effects¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Duration in weeks was not a significant moderator (β = −0.002, p = .669), and no study characteristic (peer review, design, random assignment, randomization level, quality) significantly moderated effects. → Sangers 2025

Evidence¶

Sangers 2025¶

Sangers, N. L., van der Sande, L., Welie, C., Dobber, M., & van Steensel, R. (2025). Learning a Language Through Reading: A Meta-analysis of Studies on the Effects of Extensive Reading on Second and Foreign Language Learning. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10068-6

q3 · i? · quant-synthesis · r2

Meta-regression of intervention duration in weeks across all effect measures combined. The article reports the duration moderator was not significant (β = −0.002, SE = 0.004, p =.669); the study-characteristics moderator analyses (Table 4) also revealed no significant effects, and study quality was non-significant (β = 0.06, p =.346).

"The continuous variable that indicated the duration of the interventions in weeks was not found to be significant (β = −0.002, SE = 0.004, p =.669)."

Discussion¶

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