The Effects of Code-Based Literacy Interventions on Spelling Achievement: A Meta-Analysis

• In Event: 16.021 - Advances in Reading Instruction and Interventions

Abstract

In this study, we used meta-analysis to quantitatively assess the effects of systematic code-based literacy interventions on spelling achievement. Studies included in the meta-analysis were published in English, involved a code-based literacy intervention in a school setting, included a control or comparison group, measured spelling as an outcome at post-test, and reported sufficient statistics to compute effect sizes. Random effects analysis models were based on 91 studies and 153 computed effect sizes. The mean effect size for all studies was moderate, d = 0.58, 95% CI [.49, .67], indicating that systematic code-based literacy instruction is more effective at improving spelling outcomes than non-code-based or less systematic instruction. The total sample size was 9,341 participants in pre-school to grade 11.

Authors

• Joy Lin, City University of New York

• Kasey LeeAnn Powers, The Graduate Center - CUNY

• Patricia J. Brooks, The Graduate Center - CUNY