Effect sizes linking reading components to comprehension are highly heterogeneous across studies, partly explained by age, country, and comprehension test used.¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2022 · 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 i? A large heterogeneity across studies in component–comprehension effect sizes is explained in part by learner age, the country where the study was conducted, and the reading comprehension tests used. → Baker 2022
Evidence¶
Baker 2022¶
Baker, D.L., Alberto, P.C., Macaya, M.M., García, I., & Gutiérrez-Ortega, M. (2022). Relation Between the Essential Components of Reading and Reading Comprehension in Monolingual Spanish-Speaking Children: a Meta-analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-022-09694-1
q3 · i? · quant-synthesis · r2
Moderator analysis within the random-effects meta-analysis of component–comprehension relations. The review reports "a large heterogeneity across studies" explained in part by age, country, and the reading comprehension tests used; no heterogeneity statistics are printed in the available text.
"(3) there is a large heterogeneity across studies which is explained, in part, by factors such as age, country where the study was conducted, and the reading comprehension tests used."
Discussion¶
Related Claims¶
- The evidence base comprises 33 studies yielding 146 effect sizes on reading components and comprehension in monolingual Spanish-speaking children (2000–2021). — related
- Most predictor effect sizes showed high heterogeneity; only morphological awareness, working memory, and language comprehension fell in the moderate I² range — related
- Six component reading skills show strong average relationships with reading comprehension in struggling adult readers (rs ≥ .50) — related
- Phonological awareness and fluency show the largest effect-size relations with reading comprehension among Spanish-speaking children's essential reading components. — related
- Most studies of Spanish-speaking children's reading have focused on phonological awareness or alphabetic principle in relation to reading comprehension. — related
- Prior knowledge research is conducted mostly with adults (40.71%) and in postsecondary education (46.31%), based on available database records — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
heterogeneity-age-country-comprehension-tests |
title |
Effect sizes linking reading components to comprehension are highly heterogeneous across studies, partly explained by age, country, and comprehension test used. |
description |
Effect sizes linking reading components to comprehension are highly heterogeneous across studies, partly explained by age, country, and comprehension test used. |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — baker-2022 |
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