No significant moderators of effects among research design features or intervention characteristics¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Meta-regressions with adequate statistical power found no significant moderators among research design features or intervention characteristics for vocabulary or comprehension effect sizes. → HyeJin Hwang 2021

Evidence¶

HyeJin Hwang 2021¶

HyeJin Hwang, Sonia Q. Cabell & Rachel E. Joyner (2021). Effects of Integrated Literacy and Content-area Instruction on Vocabulary and Comprehension in the Elementary Years: A Meta-analysis. Scientific Studies of Reading. https://doi.org/10.1080/10888438.2021.1954005

q3 · i? · quant-synthesis · r2

Meta-regression analyses (Robumeta) of research design features (Table 8) and intervention characteristics (Table 9), each moderator entered separately, restricted to analyses with adequate statistical power per the power analysis. No significant moderators emerged; the abstract attributes this partly to the small number of studies.

"Meta-regression analyses with sufficient statistical power revealed that none of the research design features were significant moderators for explaining the differences in the overall effect sizes for vocabulary and comprehension. Similarly, there was no significant moderator among characteristics of the interventions to predict the variance in the overall effect size for vocabulary"

Discussion¶

Related Claims¶

• Under-reported participant characteristics and implementation factors, plus effect-size metric limitations, explain the scarcity of significant moderator differences — related
• No study or participant characteristic (publication type, research design, sample size, grade level, reading difficulties) significantly moderated effects of technology-delivered literacy instruction — related
• Review findings are consistent across study design features; no moderator showed meaningful relationships — related
• Contextual variables (educational level, language context, study design, duration, intensity) do not significantly moderate the effects of ICT-supported writing interventions — related
• Integrated literacy and content-area instruction significantly improves vocabulary in the elementary years (g = 0.91) — related
• No moderator variable (intervention type, group size, grade level, implementer, hours of intervention) significantly explained variance in intervention effects, though moderator analyses were underpowered. — related