Effect sizes of technology-delivered literacy instruction are heterogeneous across studies (Q = 165.38, I2 = 68.56)¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q4
Currency · newest study 2024 · 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 i? The variation in effect sizes across the 53 studies was substantial and not due to chance, motivating moderator analyses. → Dahl-Leonard 2024
Evidence¶
Dahl-Leonard 2024¶
Dahl-Leonard, K., Hall, C., & Peacott, D. (2024). A meta-analysis of technology-delivered literacy instruction for elementary students. Education Tech Research Dev (2024) 72:1507–1538. https://doi.org/10.1007/s11423-024-10354-0
q4 · i? · quant-synthesis · r2
Heterogeneity analysis within the same meta-analysis of 53 studies. The article reports "Q = 165.38, I2 = 68.56, df = 52, p < .001", indicating substantial true heterogeneity; no effect size is printed for this finding.
"The Q statistic indicated that the effect sizes were heterogeneous and the I 2 statistic indicated that the substantial variation in the effect sizes of this set of studies was not due to chance (Q = 165.38, I2 = 68.56, df = 52, p < .001)."
Discussion¶
Related Claims¶
- No study or participant characteristic (publication type, research design, sample size, grade level, reading difficulties) significantly moderated effects of technology-delivered literacy instruction — related
- Effect sizes across included studies show high heterogeneity (all I² above 75%) — a broader claim this one bears on
- Emerging technologies show a small-to-moderate positive overall effect on TEFL outcomes (g = 0.38, corrected to 0.28 for publication bias) — related
- Effects of game-based learning in STEM education vary substantially across studies, with prediction intervals spanning trivial-to-negative through very strong effects — related
- Technology-delivered literacy instruction produces a small, statistically significant positive effect on norm- or criterion-referenced literacy outcomes for K-5 students (g = 0.24) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
tech-literacy-effect-heterogeneity |
title |
Effect sizes of technology-delivered literacy instruction are heterogeneous across studies (Q = 165.38, I2 = 68.56) |
description |
Effect sizes of technology-delivered literacy instruction are heterogeneous across studies (Q = 165.38, I2 = 68.56) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-28 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — dahl-leonard-2024 |
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