Morphology instruction shows no clear effect on reading comprehension outcomes at immediate post-test¶
Claim · All claims
Evidence · 1 study · quant-synthesisr3·q3
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 i? At immediate post-test, the pooled effect on reading comprehension (SMC/SMD = 0.13) was not 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 · i? · quant-synthesis · r3
RVE meta-analysis of 22 reading comprehension effect sizes from 9 studies; the pooled estimate was 0.13 (95% CI = -0.08–0.35) and "Average effects were distinguishable from zero for reading and spelling outcomes (p < 0.001), but not for reading comprehension."
"Average effects were distinguishable from zero for reading and spelling outcomes (p < 0.001), but not for reading comprehension."
Discussion¶
Learner Variables¶
- Reading and Language — outcome: instruction changes it
Related Claims¶
- Morphology instruction produces small-to-moderate improvements in children's reading 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
- Linguistic comprehension instruction shows no clear immediate effect on generalized reading comprehension outcomes — related
- No clear differential effects of morphology instruction by child factors: age, reading ability, SES, or linguistic background — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
morphology-instruction-no-reading-comprehension-effect |
title |
Morphology instruction shows no clear effect on reading comprehension outcomes at immediate post-test |
description |
Morphology instruction shows no clear effect on reading comprehension outcomes at immediate post-test |
status |
review |
evidence_strength |
weak |
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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