No study or participant characteristic (publication type, research design, sample size, grade level, reading difficulties) significantly moderated effects of technology-delivered literacy instruction¶
Claim · All claims
Evidence · 1 study · quant-synthesisr?·q4
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.
q4 i? Moderator analyses found no statistically significant differences in effect size by publication type, research design, sample size, grade level, or presence of reading difficulties. → Dahl-Leonard 2024
Evidence¶
Dahl-Leonard 2024¶
Dahl-Leonard, K., Hall, C., & Peacott, D. (2024). A meta-analysis of technology-delivered literacy instruction for elementary students. Education Tech Research Dev (2024) 72:1507–1538. https://doi.org/10.1007/s11423-024-10354-0
q4 · i? · quant-synthesis · r?
Random-effects between-groups heterogeneity tests and meta-regression across the 53 studies (Table 5). The article reports no statistically significant moderators among these study and participant characteristics; no effect size is printed for the null tests.
"There were no statistically significant differences in effect size based on publication type, research design, sample size, grade level, or presence of RDs."
Discussion¶
Related Claims¶
- Effects of educational technology literacy interventions differ according to characteristics of the interventions and participants — reports the opposite
- Instructional approach, AI technology type, assessment instrument, educational level, and publication year do not significantly moderate AI literacy intervention effects — related
- Writing intervention effects for US ELL students do not vary significantly by study quality indicators, participant characteristics, or intervention characteristics — related
- Sample characteristics (immigrant/minority status, L2 status, age) show no significant moderator effects, and several program and delivery features are also nonsignificant — related
- No instruction characteristic (dosage, program availability, literacy domain) significantly moderated effects, though phonics and spelling instruction approached significance descriptively favoring treatments that included them — related
- Most study, measurement, and intervention moderators did not explain significant variance in SRL intervention effect sizes — related
- Effect sizes of technology-delivered literacy instruction are heterogeneous across studies (Q = 165.38, I2 = 68.56) — related
- Technology-delivered literacy instruction produces a small, statistically significant positive effect on norm- or criterion-referenced literacy outcomes for K-5 students (g = 0.24) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
no-study-participant-moderators |
title |
No study or participant characteristic (publication type, research design, sample size, grade level, reading difficulties) significantly moderated effects of technology-delivered literacy instruction |
description |
No study or participant characteristic (publication type, research design, sample size, grade level, reading difficulties) significantly moderated effects of technology-delivered literacy instruction |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-28 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — dahl-leonard-2024 |
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