Instructional moderators: effects significant against passive controls and for researcher-delivered, high-dose, and experimenter-designed trained-item tasks, but moderator contrasts not significant¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Effects were distinguishable from zero against passive controls (0.23) and other non-linguistic controls (0.57) but not against active linguistic controls (0.07); Wald tests comparing moderator subgroups were not significant. → 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

Moderator analyses across 172 effect sizes. Against passive controls the effect was 0.23 (p < .05) and against other controls 0.57 (p < .01), but "Effects were not statistically distinguishable from zero when morphology interventions were compared to active linguistic control groups (SMC/SMD = 0.07; SE = 0.10; nstudies = 16; neffect.sizses = 82)". Researcher-delivered (0.35), >20-hour dose (0.54), and experimenter-designed trained-item tasks (0.51) were also significant, while standardised tasks were not.

"Effects were not statistically distinguishable from zero when morphology interventions were compared to active linguistic control groups (SMC/SMD = 0.07; SE = 0.10; nstudies = 16; neffect.sizses = 82)"

Discussion¶

Related Claims¶

• Morphology instruction produces small-to-moderate improvements in children's reading outcomes at immediate post-test — related
• Morphology instruction shows no clear effect on reading comprehension outcomes at immediate post-test — related
• In exploratory between-subject analyses, embodied learning showed larger effects against passive non-embodied controls (g = 0.43) than against active non-embodied controls (g = 0.86) — related
• Amount of sensorimotor engagement, target language, proficiency, and type of embodied interaction do not significantly moderate embodied vocabulary learning effects — related
• No clear differential effects of morphology instruction by child factors: age, reading ability, SES, or linguistic background — related
• Effects of morphology instruction are large for directly trained words in both reading and spelling — related
• Explicit morphology instruction raises EFL secondary students' morphological awareness more than regular EFL instruction alone — related
• Linguistic comprehension instruction shows no clear immediate effect on generalized reading comprehension outcomes — related