Significant differences in spelling effect sizes were found between interventions of different total amounts of treatment¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3 · i3 large
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Significant differences (p = .010) were found between mean effect sizes of interventions lasting up to 14 hours, between 15 and 34 hours, and more than 35 hours for spelling performance, with the mid-range group reaching Hedges g = 1.140. → Galuschka Katharina 2014

Evidence¶

Galuschka Katharina 2014¶

Galuschka Katharina, Ise Elena, Krick Kathrin, Schulte-Körne Gerd. (2014). Effectiveness of Treatment Approaches for Children and Adolescents with Reading Disabilities: A Meta-Analysis of Randomized Controlled Trials. PLoS ONE. https://doi.org/10.1371/journal.pone.0089900

q3 · i3 · quant-synthesis · r3

Subgroup analysis of spelling performance by total amount of intervention across randomized controlled trials. The Hedges g effect size for the mid-range group (15–34 hours) was g = 1.140 while the 35-hours-and-more group reached g = 0.059; the article reports "Significant differences (p = .010)" between the three groups.

"Significant differences (p = .010) were found between the mean effect sizes of interventions that lasted up to 14 hours (g' = 0.432; 95% CI [0.114, 0.749]; I 2 = 14%), interventions that lasted between 15 hours and 34 hours (g' = 1.140; 95% CI [0.404, 1.875]; I 2 = 0%), and interventions with more than 35 hours (g' = 0.059; 95% CI [-0.181, 0.300]; I 2 = 0%)."

Discussion¶

Related Claims¶

• No instruction characteristic (dosage, program availability, literacy domain) significantly moderated effects, though phonics and spelling instruction approached significance descriptively favoring treatments that included them — reports the opposite
• Interventions providing more than 15 total hours significantly moderate mathematics outcomes for students with MD in grades 4–12 — related