Interventions in higher Grades tend to have somewhat lower effect sizes; other study characteristics show few significant moderator effects¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Meta-regressions revealed few significant moderators: interventions in higher Grades tend to have somewhat lower effect sizes, with no significant differences between QES and RCTs, general tests and subdomain tests, or math and reading tests. → Dietrichson 2021

Evidence¶

Dietrichson 2021¶

Dietrichson, J., Filges, T., Seerup, J. K., Klokker, R. H., Viinholt, B. C. A., Bøg, M., & Eiberg, M. (2021). Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review. Campbell Systematic Reviews. https://doi.org/10.1002/cl2.1152

q3 · i? · quant-synthesis · r3

Meta-regression moderator analyses across participant and study characteristics in the review; the grade-level association is a tendency, the listed contrasts were not statistically significant, and no effect size is printed.

"Interventions in higher Grades tend to have somewhat lower effect sizes, whereas there were no significant differences between QES and RCTs, general tests and tests of subdomains, and math tests and reading tests."

Discussion¶

Related Claims¶

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