Neither grade level nor outcome type significantly moderates the effects of Spanish reading programs¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Pairwise comparisons among outcome types yielded no significant differences, so outcome type was not a significant moderator of effects. → José L. Arco-Tirado 2024 q3 i? Comparison of grades K–2 versus grades 3–6 yielded no significant differences, so grade level was not a significant moderator of effects. → José L. Arco-Tirado 2024

Evidence¶

José L. Arco-Tirado 2024¶

José L. Arco-Tirado, Francisco D. Fernández-Martín, Mirian Hervás-Torres, Gracia Jiménez-Fernández, Nuria Calet, Sylvia Defior, Amanda J. Neitzel, Robert E. Slavin. (2024). A Best-Evidence Synthesis and Meta-analysis on Effective Reading Programs in Spanish. Review of Educational Research. https://doi.org/10.3102/00346543241297668

q3 · i? · quant-synthesis · r2

Moderator analyses from the multivariate meta-regression comparing outcome types and grade levels. The article reports "none of those comparisons yielding significant differences" for outcome type and no significant differences for grade level; no effect sizes printed for these tests.

"The comparison by grade level after dividing the studies' outcomes into those relating to grades K to 2 and those relating to grades 3 to 6 also yielded no significant differences, so we found no evidence that grade level was a significant moderator of effects."

Discussion¶

Learner Variables¶

• Age and Developmental Stage — moderator: an instructional effect differs with it

Related Claims¶

• SES–learning effect sizes did not differ by SES indicator or outcome type in an umbrella review's meta-regressions; differences by grade level and study year rested on one or two effect sizes — related
• School level significantly moderates effects: AI-enabled personalized STEM education is more effective in junior and senior high school than in kindergarten — reports the opposite
• Read, Write & Type!™ shows no discernible effects on reading comprehension or vocabulary for beginning readers — related