In group design studies, effects of family-implemented literacy interventions vary by outcome type: meaning-focused outcomes (g = 0.41) show larger effects than code-focused outcomes (g = 0.28)¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3·i1small
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i1 For group design studies, the mean effect for meaning-focused outcomes (vocabulary, listening comprehension, reading comprehension) was g = 0.41, larger than the mean effect for code-focused outcomes (PA, decoding/word reading, spelling, text reading) of g = 0.28, both significant. → Dahl-Leonard 2025
Evidence¶
Dahl-Leonard 2025¶
Dahl-Leonard, K., Hall, C., Cho, E., Capin, P., Roberts, G. J., Kehoe, K. F., Haring, C., Peacott, D., & Demchak, A. (2025). Examining the Effects of Family-Implemented Literacy Interventions for School-Aged Children: A Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-025-09985-3
q3 · i1 · quant-synthesis · r2
Follow-up moderator-style analysis by outcome type within the group design meta-analysis (61 effect sizes). The article reports "g = 0.28" for code-focused and "g = 0.41" for meaning-focused outcomes, both p < 0.01. No formal moderator significance test was conducted; the authors note they did not consider moderator analyses given the small corpus.
"the mean effect for code-focused outcomes (i.e., PA, decoding/word reading, spelling, text reading) was g = 0.28 (p < 0.01; k = 37; m = 9) and the mean effect for meaning-focused outcomes (i.e., vocabulary, listening comprehension, reading comprehension) was g = 0.41 (p < 0.01; k = 24; m = 11)."
Discussion¶
Related Claims¶
- Morphological Instruction Improves Vocabulary — related
- Morphological instruction improves word-level literacy outcomes (decoding, spelling, vocabulary, morphological knowledge) but shows no reliable effect on reading comprehension — related
- Family-implemented literacy interventions produce a positive, significant average effect on combined literacy outcomes for school-aged children in group design studies (g = 0.36) — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
family-literacy-effects-vary-by-outcome-type |
title |
In group design studies, effects of family-implemented literacy interventions vary by outcome type: meaning-focused outcomes (g = 0.41) show larger effects than code-focused outcomes (g = 0.28) |
description |
In group design studies, effects of family-implemented literacy interventions vary by outcome type: meaning-focused outcomes (g = 0.41) show larger effects than code-focused outcomes (g = 0.28) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — dahl-leonard-2025 |
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