Claims

The whole-word presentation effect on orthographic learning is significant and stable from third to fifth grade.

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2015 · 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.

q3 i? The whole-word presentation effect was significant and stable across third, fourth and fifth grades. → Marie-Line Bosse 2015

Evidence

Marie-Line Bosse 2015

Marie-Line Bosse, Nathalie Chaves, Pierre Largy, Sylviane Valdois. (2015). Orthographic learning during reading: the role of whole-word visual processing. Journal of Research in Reading, 38, pp.141-158. https://doi.org/10.1111/j.1467-9817.2012.01551.x

q3 · i? · causal · r?

The study with French children across grades three to five reports the whole-word presentation effect was "signifi cant and stable from third to fifth grades". No effect size is printed in the available text.

"The whole-word presentation effect was signifi cant and stable from third to fifth grades."

Discussion

Page metadata
Field Value
type claim
id whole-word-effect-stable-grades-three-to-five
title The whole-word presentation effect on orthographic learning is significant and stable from third to fifth grade.
description The whole-word presentation effect on orthographic learning is significant and stable from third to fifth grade.
status review
evidence_strength moderate
newest_evidence 2015
generated by process:wiki-ingest on 2026-10-16
trust unverified — no one has confirmed this page's content
sources 1 — marie-line-bosse-2015

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