Meta-Analysis of English Reading Exploration: Insights and Implications for Literacy Education
Keywords:
digital learning; early childhood interventions; literacy education; phonics instruction; reading comprehensionAbstract
This meta-analysis examines the effectiveness of various reading interventions on literacy outcomes across diverse educational settings. With a moderate overall effect size of 0.56, the findings highlight the significant impact of structured instructional strategies on enhancing reading skills. Phonics-based interventions, particularly effective in early literacy development, demonstrated a higher effect size compared to comprehension-based approaches, which require more nuanced and sustained efforts, especially for older students engaging with complex texts. The analysis also identifies challenges associated with digital and hybrid learning environments, where reduced effectiveness suggests the need for additional support and scaffolding. Early childhood education interventions yielded the most substantial benefits, reinforcing the critical importance of early, systematic reading instruction. These insights have important implications for educational practice and policy, advocating for the prioritization of evidence-based reading strategies, early intervention, and thoughtful integration of digital tools to optimize literacy development. Furthermore, the study underscores the necessity for continued research to adapt and refine these strategies in response to evolving educational contexts and technological advancements.
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