ERIC Number: EJ771923
Record Type: Journal
Publication Date: 2007-Aug
Reference Count: 28
The Quality of Systematic Reviews of Effectiveness in Literacy Learning in English: A "Tertiary" Review
Torgerson, Carole J.
Journal of Research in Reading, v30 n3 p287-315 Aug 2007
Recent governments in the United Kingdom have introduced a number of initiatives aimed at improving the literacy levels of children. Policy and practice should be informed by rigorous evidence, and this evidence should be subjected to critical scrutiny. In the present paper the results of a "tertiary" review of systematic reviews in literacy learning are presented. The methods, results and conclusions of 14 systematic reviews, containing meta-analyses and meeting all the inclusion criteria for the tertiary review, are presented. The quality of the reviews, appraised using an adaptation of the Quality of Reporting of Meta-analyses statement, is discussed. Overall the quality of the meta-analyses included in this tertiary review was good; all reviews clearly stated their research question, and their methods of searching for and selecting included studies; most described their data extraction and used some form of quality assessment of included studies. However, six reviews did not make an assessment of publication bias, which is potentially a major threat to the validity of any systematic review. A number of reviews in this tertiary review are judged to be of sufficiently high quality in order to provide reliable evidence for the effectiveness of literacy interventions.
Descriptors: Program Effectiveness, Foreign Countries, Literacy, Educational Policy, Meta Analysis, Literature Reviews, Intervention, Outcomes of Education, Educational Research, Program Evaluation, Elementary Secondary Education
Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: email@example.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp
Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom