Transfer to untrained words occurs for spelling but not for reading outcomes¶
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 Effects on untrained spelling items were significant (SMC/SMD = 0.55), while effects on untrained reading items (SMC/SMD = 0.31) were not. → 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
RVE analyses of untrained items: reading (5 effect sizes, 3 studies) was not distinguishable from zero — "average effects for untrained items (SMC/SMD = 0.31; SE = 0.07; 95% CI = -0.01–0.63) were not" — while untrained spelling (11 effect sizes, 7 studies, SMC/SMD = 0.55, 95% CI = 0.16–0.95) was significant (p < 0.001).
"average effects for untrained items (SMC/SMD = 0.31; SE = 0.07; 95% CI = -0.01–0.63) were not"
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 — related
- Effects of morphology instruction are large for directly trained words in both reading and spelling — 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
- Reading interventions improve word spelling (g = 0.93) more than word reading (g = 0.63) — related
- Prosodiya training improves self-designed spelling test scores including near transfer to untrained words — related
- Interleaved practice yields lasting learning effects at delayed posttests in spelling and second-language grammar — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
morphology-transfer-untrained-words-spelling-not-reading |
title |
Transfer to untrained words occurs for spelling but not for reading outcomes |
description |
Transfer to untrained words occurs for spelling but not for reading outcomes |
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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