Abstract A meta-analysis was conducted on the effects of computer-supported early literacy interventions (strict phonological awareness training, combined phonological awareness and letter training, and use of e-books) on phonological-awareness (syllabic awareness, word blending, rhyme, phoneme awareness) and reading-related skills (concept about print, letter knowledge, decoding, spelling) across different languages in preschool and kindergarten since 1995. A total of 59 studies were identified with a total amount of 339 effect sizes, involving 6786 preschool and kindergarten students. A multilevel approach was followed to estimate the average effect size and to examine the moderation of effects. On average, a small positive effect size of 0.28 with 95% CI (0.21, 0.35), was evidenced across treatments and across outcome measures. Large variation in effect sizes was observed between studies and especially between comparisons within studies. If the intervention was part of an integrated learning system in the classroom, the effects were better. The present analysis also shows the importance of methodological rigor of study designs being used in that effect sizes were higher in cases of absence of randomization and comparisons with classroom teaching as usual instead of an active control group.

中文翻译：

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学前班和幼儿园计算机支持的早期识字干预效果：荟萃分析

摘要 对计算机支持的早期识字干预（严格的音韵意识训练、音韵意识和字母结合训练以及电子书的使用）对音韵意识（音节意识、单词混合、押韵、自 1995 年以来，学前班和幼儿园的不同语言的音素意识）和阅读相关技能（关于打印、字母知识、解码、拼写的概念）。 总共确定了 59 项研究，总数量为 339 个效应量，涉及 6786幼儿园学生。遵循多级方法来估计平均效应大小并检查效应的调节。平均而言，跨治疗和跨结果测量证明了 0.28 的小的积极效应大小和 95% 的 CI (0.21, 0.35)。在研究之间，尤其是在研究内的比较之间，观察到效果大小的巨大差异。如果干预是课堂综合学习系统的一部分，效果会更好。本分析还显示了研究设计方法学严谨性的重要性，因为在没有随机化的情况下，效应量更高，并且与通常的课堂教学进行比较，而不是主动对照组。