Reading interventions significantly improve literacy skills of Chinese children overall (g = 0.68)¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q4·i2medium
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 i2 Across 28 RCTs, existing reading interventions had a significant overall effect on Chinese children's literacy achievement of g = 0.68. → Yijun Ruan 2024
Evidence¶
Yijun Ruan 2024¶
Yijun Ruan, Urs Maurer, Catherine McBride. (2024). Effectiveness of Reading Interventions on Literacy Skills for Chinese Children with and Without Dyslexia: a Meta-analysis of Randomized Controlled Trials. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09915-9
q4 · i2 · quant-synthesis · r2
Three-level meta-analysis of 49 standardized mean-change effect sizes from 28 randomized controlled trials (37 word reading, 12 spelling) following PRISMA guidelines, conducted in R with the metafor package. The pooled estimate was g = 0.68, described as a "significant" impact on literacy achievement.
"Overall, the existing reading intervention significantly impacted Chinese children's literacy achievement (g = 0.68)."
Discussion¶
Related Claims¶
- Older and younger Chinese children benefit comparably from reading interventions — a narrower finding that bears on this claim
- Working memory, orthographic, phonological, and morphological training each show significant medium effects on Chinese children's literacy — a narrower finding that bears on this claim
- Fluency training shows the largest intervention effect (g = 1.78) among intervention methods — a narrower finding that bears on this claim
- Children with dyslexia benefit more from reading interventions than typically developing children (g = 0.87 vs 0.49) — related
- Reading interventions improve word spelling (g = 0.93) more than word reading (g = 0.63) — related
- Children gain more from interventions administered by researchers or combined implementers than by parents — related
- Group-delivered interventions appear more effective than individually delivered ones (g = 0.78 vs 0.45) — related
- Interventions targeting different reading and skill content domains show mostly small differences, with average effect sizes of 0.14–0.22 all statistically significant — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
reading-interventions-overall-effect-chinese-children |
title |
Reading interventions significantly improve literacy skills of Chinese children overall (g = 0.68) |
description |
Reading interventions significantly improve literacy skills of Chinese children overall (g = 0.68) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — yijun-ruan-2024 |
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