Single-case studies yielded a larger average effect size (g = 1.94) than group studies (g = 0.41) in this meta-analysis¶
Claim · All claims
Evidence · 1 study · quant-synthesisr?·q4·i3large
Currency · newest study 2019 · 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 i3 Within the meta-analysis, single-case experimental studies yielded a larger average effect size (g = 1.94, 95% CI: 1.10, 2.78) than group studies (g = 0.41, 95% CI: 0.13, 0.69). → 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 · r?
Moderator comparison computed within the random-effects meta-analysis of studies of students with intellectual disability. The two study designs are named on each side of the contrast, with printed effect sizes and confidence intervals for both.
"Single-case studies yielded a larger average effect size (g = 1.94, 95% CI: 1.10, 2.78) than group studies (g = 0.41, 95% CI: 0.13, 0.69)."
Discussion¶
Related Claims¶
- Type of interventionist was not a significant moderator of phonics instruction effects on decoding for students with intellectual disability — related
- Phonics instruction has a large overall effect on the decoding skills of students with intellectual disability (g = 1.42) — related
- Researcher-designed decoding tests yielded larger effect sizes than standardized tests in studies of phonics instruction for students with intellectual disability — related
- Self-management interventions significantly and positively impact academic outcomes (achievement and work completion) in single-case design studies — related
- School-based self-management interventions significantly and positively impact classroom behaviors of school-age students with challenging behaviors (single-case design synthesis) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
single-case-larger-effects-than-group-studies-phonics-id |
title |
Single-case studies yielded a larger average effect size (g = 1.94) than group studies (g = 0.41) in this meta-analysis |
description |
Single-case studies yielded a larger average effect size (g = 1.94) than group studies (g = 0.41) in this meta-analysis |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
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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