No single instructional strategy is a significant moderator of shared text reading effects on listening comprehension¶
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? Moderator analyses found no significant impact of least-to-most prompting (t(5.8) = 0.10, p = .924), explicit instruction of comprehension strategies (t(6.5) = 1.32, p = .232), or teaching wh-word meanings (t(10.5) = 0.10, p = .921). → Rachel Sermier Dessemontet 2024
Evidence¶
Rachel Sermier Dessemontet 2024¶
Rachel Sermier Dessemontet, Megan Geyer, Anne-Laure Linder, Myrto Atzemian, Catherine Martinet, Natalina Meuli, Catherine Audrin, Anne-Françoise de Chambrier. (2024). Effects of shared text reading for students with intellectual disability: A meta-analytical review of instructional strategies. Educational Research Review, 44. https://doi.org/10.1016/j.edurev.2024.100615
q3 · i? · quant-synthesis · r3
Meta-regression moderator analyses across the 19 included single-case studies testing three instructional-strategy moderators; none reached significance. The authors attribute this partly to the small number of studies and combined strategy packages.
"We tested the impact of specific instructional strategies on the effect size of shared text reading, using a system of least to most intrusive prompts to help students answer comprehension questions (t(5.8) = 0.10, p = .924), explicit instruction of text comprehension strategies (t(6.5) = 1.32, p = .232), and teaching the meaning of wh-words (t(10.5) = 0.10, p = .921). No single instructional strategy is a significant moderator of the effect size."
Discussion¶
Related Claims¶
- Least-to-most prompting and teaching wh-word meanings meet evidence-based criteria; explicit comprehension-strategy instruction is potentially evidence-based — related
- Reciprocal Teaching Improves Reading Comprehension — related
- Reading Strategy Instruction Improves Comprehension — related
- Vocabulary Instruction Improves Comprehension — related
- Shared text reading benefits students with intellectual disability whether or not they need augmentative and alternative communication systems — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
no-significant-instructional-strategy-moderator |
title |
No single instructional strategy is a significant moderator of shared text reading effects on listening comprehension |
description |
No single instructional strategy is a significant moderator of shared text reading effects on listening comprehension |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — rachel-sermier-dessemontet-2024 |
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