Older and younger Chinese children benefit comparably from reading interventions¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q4 · i3 large
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i3 Reading intervention improved literacy skills of older children (g = 0.90) and younger children (g = 0.63) comparably. → Yijun Ruan 2024

Evidence¶

Yijun Ruan 2024¶

Yijun Ruan, Urs Maurer, Catherine McBride. (2024). Effectiveness of Reading Interventions on Literacy Skills for Chinese Children with and Without Dyslexia: a Meta-analysis of Randomized Controlled Trials. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09915-9

q4 · i3 · quant-synthesis · r?

Meta-regression on intervention timing as moderator, with children younger than age 9 (preschool to grade 3) classified as young and grade 4 to 6 as old. Both age groups showed significant effects, described as comparable.

"In addition, reading intervention improved literacy skills of older children (g = 0.90) and younger children (g = 0.63) compa-rably."

Discussion¶

Learner Variables¶

• Age and Developmental Stage — moderator: an instructional effect differs with it

Related Claims¶

• Reading interventions significantly improve literacy skills of Chinese children overall (g = 0.68) — a broader claim this one bears on
• Children with dyslexia benefit more from reading interventions than typically developing children (g = 0.87 vs 0.49) — related