Syntes: Effectiveness of Reading-Strategy Interventions in Whole Classrooms: a Meta-Analysis (2018)

Källa: https://doi.org/10.1007/s10648-018-9445-7 (Educational Psychology Review 30(4))

Verified content

• 52 studies, 125 comparisons, whole-classroom reading-strategy interventions (abstract).
• Reading comprehension: d = 0.186 on standardised tests and d = 0.431 on researcher-developed tests; strategic ability d = 0.786.
• Delayed tests: d = 0.167 standardised, 0.947 researcher-developed (few studies).
• Larger effects when researchers rather than teachers delivered the training.

Limits

• Standardised-test effects very small.

Added 2026-10-16 by the project (broadening, Jonatan approved 2026-10-16); content from the published abstract or well-documented summaries, not a full-text read unless stated.