Substantial unexplained heterogeneity characterises short-term effects of targeted K-6 interventions¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q4
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? All measures indicated substantial heterogeneity across short-term effect sizes, and heterogeneity remained statistically significant even within categories of instructional methods. → Dietrichson 2021

Evidence¶

Dietrichson 2021¶

Dietrichson, J., Filges, T., Seerup, J. K., Klokker, R. H., Viinholt, B. C. A., Bøg, M., & Eiberg, M. (2021). Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review. Campbell Systematic Reviews. https://doi.org/10.1002/cl2.1152

q4 · i? · quant-synthesis · r3

Heterogeneity assessment across the pooled short-term effect sizes in the review's random-effects meta-analysis; the review reports significant heterogeneity also within instructional-method categories, with no effect size printed for heterogeneity.

"All measures indicated substantial heterogeneity across short‐term effect sizes."

Discussion¶

Related Claims¶

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