Plan and conduct resilience-in-literacy research using designs and analyses that distinguish promotive, protective, and skill-enhancing factors¶

Strategy · All strategies
Evidence · 4 claims (4 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

Based on its findings, the review states implications for educational psychology: "we state implications for the field of educational psychology in planning and conducting research into resilience in literacy". Researchers should use adequately powered samples and designs and statistical approaches that can separate promotive, protective, and skill-enhancing factors rather than overinterpreting evidence as protective.

Design Implications¶

Context¶

Requirements¶

• Studies need adequate sample sizes and statistical power, and designs capable of distinguishing the three factor types

Constraints¶

• Current evidence base is sparse and based on only a few studies, limiting what can be concluded about protective factors

Target Learners¶

• 6- to 16-year-old children with (a risk of) word-level reading difficulties

Target Learning Goals¶

• Word-level literacy outcomes under adversity

Claims¶

• Study designs and statistical analyses in literacy resilience research are often insufficient to distinguish promotive, protective, and skill-enhancing factors [+W]
• Evidence for promotive and skill-enhancing factors in literacy resilience is underrecognized while the same evidence is overinterpreted towards protective effects [+W]
• Empirical evidence for protective factors in word-reading resilience is sparse and based on only a few studies [+W]
• Most studies of literacy resilience have (very) small sample sizes and low statistical power to find relevant effects [+W]

Related Strategies¶

• Build and enhance protective factors in at-risk populations through experimental and intervention studies to support resilient developmental trajectories
• Develop complementary LD interventions that strengthen promotive and protective factors alongside interventions remediating core weaknesses

Examples¶

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Key Sources¶

• Lb0