Effects of morphology instruction are large for directly trained words in both reading and spelling¶
Claim · All claims
Evidence · 1 study · quant-synthesisr3·q3·i3large
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 i3 Pooled effects for trained words were large and significant for reading (SMC/SMD = 0.83) and spelling (SMC/SMD = 0.85). → 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 · i3 · quant-synthesis · r3
RVE analyses of trained-item effect sizes (reading: 9 effect sizes from 5 studies, SMC/SMD = 0.83, p < 0.001; spelling: 7 effect sizes from 6 studies, SMC/SMD = 0.85, p < 0.001). The discussion states "effect sizes for trained words were large and statistically significant (reading SMC/D = 0.83, spelling SMC/D = 0.85)".
"for both reading and spelling outcomes, effect sizes for trained words were large and statistically significant (reading SMC/D = 0.83, spelling SMC/D = 0.85) and the certainty of the evidence was moderate"
Discussion¶
Related Claims¶
- Morphology instruction produces small-to-moderate improvements in children's reading outcomes at immediate post-test — related
- Morphology instruction produces small-to-moderate improvements in children's spelling outcomes at immediate post-test — a broader claim this one bears on
- Transfer to untrained words occurs for spelling but not for reading outcomes — related
- Morphological instruction improves word-level literacy outcomes (decoding, spelling, vocabulary, morphological knowledge) but shows no reliable effect on reading comprehension — a broader claim this one bears on
- 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 |
morphology-instruction-large-effects-trained-words |
title |
Effects of morphology instruction are large for directly trained words in both reading and spelling |
description |
Effects of morphology instruction are large for directly trained words in both reading and spelling |
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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