Reading comprehension strategy programs in grades 3–6 yield a medium average effect size of 0.34¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i1 small
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 In grades 3–6, programs targeting comprehension strategies such as inferences, detection of the main idea, and knowledge of text structure produced an average effect size of 0.34 on reading comprehension. → José L. Arco-Tirado 2024

Evidence¶

José L. Arco-Tirado 2024¶

José L. Arco-Tirado, Francisco D. Fernández-Martín, Mirian Hervás-Torres, Gracia Jiménez-Fernández, Nuria Calet, Sylvia Defior, Amanda J. Neitzel, Robert E. Slavin. (2024). A Best-Evidence Synthesis and Meta-analysis on Effective Reading Programs in Spanish. Review of Educational Research. https://doi.org/10.3102/00346543241297668

q3 · i1 · quant-synthesis · r2

Synthesis of four RCT studies in grades 3–6 targeting reading comprehension, including strategy programs (LEE comprensivamente, Leemos en pareja, the Rainbow Program) and main-idea instruction. The article reports ES = 0.34.

"The average effect size obtained in these studies (ES = 0.34) is medium following Cohen's (1988) benchmark or between the 80th and 90th percentile in reading following Kraft's (2020)."

Discussion¶

Related Claims¶

• In the grades 4-5 cluster RCT, ITSS produced statistically significant positive effects on all six comprehension outcomes (average effect size 0.24) — related
• The cooperative learning component's added benefit over direct instruction alone with CIRC materials was not statistically significant on main idea identification — related
• Self-questioning improves comprehension — related
• Some classroom discussion approaches improve text comprehension, but gains are not uniform across approaches and more student talk alone does not produce them — related