Phonics instruction has a large overall effect on the decoding skills of students with intellectual disability (g = 1.42)¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q4·i3large
Currency · newest study 2019 · checked against its sources 2026-10-21 (automated, 1 of 1 entry) · 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 i3 Across 14 included studies encompassing 297 participants with intellectual disability, phonics instruction produced a large overall effect on decoding skills, g = 1.42 (95% CI: 0.75, 2.10), estimated with a random-effects model. → Sermier Dessemontet 2019
Evidence¶
Sermier Dessemontet 2019¶
Sermier Dessemontet, Rachel; Martinet, Catherine; de Chambrier, Anne-Françoise; Martini-Willemin, Britt-Marie; Audrin, Catherine. (2019). A meta-analysis on the effectiveness of phonics instruction for teaching decoding skills to students with intellectual disability. Educational research review, no. 26, p. 52-70. https://doi.org/10.1016/j.edurev.2019.01.001
q4 · i3 · quant-synthesis · r2
Random-effects meta-analysis of eight single-case and six experimental or quasi-experimental group studies, "encom- passing a total of 297 participants with intellectual disability". The pooled effect on decoding skills was "large: g = 1.42 (95% CI: 0.75, 2.10)".
"The overall effect of phonics in- struction on the decoding skills of persons with intellectual disability was large: g = 1.42 (95% CI: 0.75, 2.10)."
Discussion¶
Learner Variables¶
- Decoding — outcome: instruction changes it
Related Claims¶
- Type of interventionist was not a significant moderator of phonics instruction effects on decoding for students with intellectual disability — related
- Single-case studies yielded a larger average effect size (g = 1.94) than group studies (g = 0.41) in this meta-analysis — related
- Researcher-designed decoding tests yielded larger effect sizes than standardized tests in studies of phonics instruction for students with intellectual disability — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
phonics-large-effect-decoding-intellectual-disability |
title |
Phonics instruction has a large overall effect on the decoding skills of students with intellectual disability (g = 1.42) |
description |
Phonics instruction has a large overall effect on the decoding skills of students with intellectual disability (g = 1.42) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
source_checked |
2026-10-21 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — sermier-dessemontet-2019 |
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