Effects of adolescent word-reading interventions are substantially heterogeneous between studies¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Between-study variance (0.27) far exceeded within-study variance (0.06), indicating substantial heterogeneity of intervention effects across studies. → Julia J. Yi 2026

Evidence¶

Julia J. Yi 2026¶

Julia J. Yi, A. Angelique Aitken, Emily Sharp, Adiba Nusrat, Micheal Sandbank. (2026). What Works for Teaching Word Reading to Adolescents? A Meta-Analytic Investigation. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10124-9

q3 · i? · quant-synthesis · r3

Variance components from the intercept-only random effects multivariate RVE model of 200 effects across 34 studies. The article reports between-study variance "was 0.27" and within-study variance "was 0.06"; these are variance components, not effect sizes.

"The between-study variance was 0.27 and the within-study variance was 0.06, suggesting substantial heterogeneity of effects between studies."

Discussion¶

Learner Variables¶

• Decoding — outcome: instruction changes it

Related Claims¶

• Substantial unexplained heterogeneity characterises short-term effects of targeted K-6 interventions — related
• Significant between-study heterogeneity limits interpretation of foreign language attainment differences in poor readers/spellers — related