Morphology instruction produces small-to-moderate improvements in children's reading outcomes at immediate post-test¶
Claim · All claims
Evidence · 1 study · quant-synthesisr3·q3·i1small
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 i1 At immediate post-test, the pooled effect of morphology instruction on reading outcomes was SMC/SMD = 0.27, statistically distinguishable from zero. → Danielle Colenbrander 2024
Evidence¶
Danielle Colenbrander 2024¶
Danielle Colenbrander, Alexa von Hagen, Saskia Kohnen, Signy Wegener, Katherine Ko, Elisabeth Beyersmann, Ali Behzadnia, Rauno Parrila, Anne Castles. (2024). The Effects of Morphological Instruction on Literacy Outcomes for Children in English-Speaking Countries: A Systematic Review and Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09953-3
q3 · i1 · quant-synthesis · r3
Robust variance estimation meta-analysis of 79 reading effect sizes from 17 studies of morphology instruction in primary-school children in English-speaking countries. The pooled effect was "SMC/SMD = 0.27 for reading (SE = 0.07; 95% CI = 0.11–0.43)", distinguishable from zero (p < 0.001).
"At immediate post-test measurement, estimated effects ranged from SMC/SMD = 0.27 for reading (SE = 0.07; 95% CI = 0.11–0.43)"
Discussion¶
Related Claims¶
- Morphology instruction shows no clear effect on reading comprehension outcomes at immediate post-test — related
- Effects of morphology instruction are large for directly trained words in both reading and spelling — related
- Transfer to untrained words occurs for spelling but not for reading outcomes — 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
- Benefits of morphology instruction show little evidence of retention at follow-up, though follow-up data were sparse — related
- No clear differential effects of morphology instruction by child factors: age, reading ability, SES, or linguistic background — related
- Morphology instruction produces small-to-moderate improvements in children's spelling outcomes at immediate post-test — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
morphology-instruction-improves-reading-posttest |
title |
Morphology instruction produces small-to-moderate improvements in children's reading outcomes at immediate post-test |
description |
Morphology instruction produces small-to-moderate improvements in children's reading outcomes at immediate post-test |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-20 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — danielle-colenbrander-2024 |
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