Linguistic comprehension instruction shows no clear immediate effect on generalized reading comprehension outcomes¶
Claim · All claims
Evidence · 1 study · quant-synthesisr?·q3·i0negligible
Currency · newest study 2019 · checked against its sources 2026-10-15 (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.
q3 i0 The review found no clear evidence of an immediate effect of linguistic comprehension instruction on generalized reading comprehension outcomes in the trials it included: the pooled posttest effect was close to zero and not significant (g = 0.05, 95% CI [−0.01, 0.12], p = .13, 16 effect sizes), which does not show the true effect is zero. → Rogde K 2019
Evidence¶
Rogde K 2019¶
Rogde K, Hagen ÅM, Melby‐Lervåg M, Lervåg A. (2019). The effect of linguistic comprehension instruction on generalized language and reading comprehension skills: A systematic review. Campbell Systematic Reviews. https://doi.org/10.1002/cl2.1059
q3 · i0 · negligible, g=0.05 [−0.01, 0.12], p=.13 · quant-synthesis · r?
Meta-analytic synthesis across the 43 included RCTs and QEs. The review reports "no clear evidence of effect" on general reading comprehension outcomes. Its Table 6 gives the immediate (posttest) pooled estimate for reading comprehension as g = 0.05, 95% CI [−0.01, 0.12], p = .13, from 16 effect sizes (9,758 treatment, 8,045 control), with heterogeneity (I² = 59.87); equivalence was not tested, so this is an absence of a detected effect rather than evidence of none.
"However, there was no clear evidence of effect of linguistic comprehension instruction on general reading comprehension outcomes from the type of trials included in this review."
Discussion¶
Learner Variables¶
- Reading and Language — outcome: instruction changes it
Related Claims¶
- Linguistic comprehension instruction shows a small immediate effect on generalized linguistic comprehension outcomes — related
- Effects of linguistic comprehension instruction differ by outcome domain: small for vocabulary and grammar, moderate for narrative and listening comprehension — related
- Morphology instruction shows no clear effect on reading comprehension outcomes at immediate post-test — related
- Instructional moderators: effects significant against passive controls and for researcher-delivered, high-dose, and experimenter-designed trained-item tasks, but moderator contrasts not significant — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
linguistic-comprehension-instruction-no-immediate-reading-comprehension-effect |
title |
Linguistic comprehension instruction shows no clear immediate effect on generalized reading comprehension outcomes |
description |
Linguistic comprehension instruction shows no clear immediate effect on generalized reading comprehension outcomes |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
source_checked |
2026-10-15 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — rogde-k-2019 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.