Early reading interventions in grades K–2 increase foundational reading processes with an average effect size of 0.51¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3·i2medium
Currency · newest study 2024 · 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 i2 In grades K–2, Spanish reading interventions successfully increased foundational reading processes including phonological awareness, knowledge of letters and sounds, and reading of words and pseudowords (ES = 0.51). → 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 · i2 · quant-synthesis · r2
Synthesis of seven K–2 studies (six RCTs, one QED) targeting phonological awareness, letters and sounds, and word/pseudoword reading. The article reports ES = 0.51, a medium-high effect by Cohen's benchmarks.
"Research results in this age group (ES = 0.51) illustrate that these interventions can successfully increase foundational reading processes, including phonological awareness, knowledge of letters and sounds, and reading of words and pseudowords."
Discussion¶
Learner Variables¶
- Decoding — outcome: instruction changes it
Related Claims¶
- Four of six standards-meeting studies showed statistically significant positive effects and two showed substantively important positive effects on phonological processing — related
- In a Los Angeles RCT, Earobics® plus Open Court improved phonological awareness but not letter knowledge, phonics, or fluency — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
k2-spanish-reading-interventions-es-051 |
title |
Early reading interventions in grades K–2 increase foundational reading processes with an average effect size of 0.51 |
description |
Early reading interventions in grades K–2 increase foundational reading processes with an average effect size of 0.51 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — josé-l-arco-tirado-2024 |
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