Reading comprehension interventions in the German language

Abstract: Most meta-analyses of reading comprehension interventions are based on approaches in the English language. Since German differs from English regarding orthographic depth, effects might deviate when focusing on this language. The current meta-analysis scrutinizes the impact of reading comprehension interventions within the German language. Drawing from 45 intervention-control samples ( N = 6,402), and analyzing 88 effect sizes via nested, multivariate random effects models, the study aimed to substantiate the hypothesis that these interventions significantly enhance reading comprehension. Each intervention-control sample either consisted of primary or secondary as well as post-secondary students. We explored the roles of method (direct vs. cooperative vs. computer assisted), intervention type, and age group as moderators. We identified significant effects on immediate post-test ( d = 0.37), follow-up ( d = 0.31), and long-term ( d = 0.28) results. Method emerged as the sole significant moderator, with notable heterogeneity in most analyses except in the long-term effects. These outcomes affirm the efficacy of the interventions in bolstering reading comprehension, albeit, to a lesser extent than previously reported. Additionally, results point to potential publication biases in the published studies.