Researcher-designed decoding tests yielded larger effect sizes than standardized tests in studies of phonics instruction for students with intellectual disability¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q4
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? Across the included studies, researcher-designed tests yielded larger effect sizes than standardized tests as outcome measures of decoding gains. → 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 · i? · quant-synthesis · r?

Moderator analysis within the random-effects meta-analysis comparing outcome-measure type across the 14 included studies. The abstract reports the direction of the difference but prints no effect size or test statistic for this contrast.

"Researcher-designed tests also yielded larger effect sizes than standardized tests."

Discussion¶

Related Claims¶

• Phonics instruction has a large overall effect on the decoding skills of students with intellectual disability (g = 1.42) — related
• 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