Type of interventionist was not a significant moderator of phonics instruction effects on decoding for students with intellectual disability¶
Claim · All claims
Evidence · 1 study · quant-synthesisr?·q4
Currency · newest study 2019 · checked against its sources 2026-10-21 (automated, 1 of 1 entry) · 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.
q4 i? Across the included studies, whether the interventionist was of one type or another did not significantly moderate the effect of phonics instruction on decoding skills. → Sermier Dessemontet 2019
Evidence¶
Sermier Dessemontet 2019¶
Sermier Dessemontet, Rachel; Martinet, Catherine; de Chambrier, Anne-Françoise; Martini-Willemin, Britt-Marie; Audrin, Catherine. (2019). A meta-analysis on the effectiveness of phonics instruction for teaching decoding skills to students with intellectual disability. Educational research review, no. 26, p. 52-70. https://doi.org/10.1016/j.edurev.2019.01.001
q4 · i? · quant-synthesis · r?
Null moderator result from the random-effects meta-analysis of phonics instruction studies. The abstract reports non-significance for the interventionist-type moderator but prints no effect size or test statistic, so equivalence was not tested.
"The type of interventionist was not a significant moderator."
Discussion¶
Learner Variables¶
- Decoding — moderator: an instructional effect differs with it
Related Claims¶
- Phonics instruction has a large overall effect on the decoding skills of students with intellectual disability (g = 1.42) — related
- Single-case studies yielded a larger average effect size (g = 1.94) than group studies (g = 0.41) in this meta-analysis — related
- Researcher-designed decoding tests yielded larger effect sizes than standardized tests in studies of phonics instruction for students with intellectual disability — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
interventionist-type-not-significant-moderator-phonics-id |
title |
Type of interventionist was not a significant moderator of phonics instruction effects on decoding for students with intellectual disability |
description |
Type of interventionist was not a significant moderator of phonics instruction effects on decoding for students with intellectual disability |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
source_checked |
2026-10-21 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — sermier-dessemontet-2019 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.