Better evidence for a better world

Campbell evidence and gap maps

Coming soon – Campbell EGMs are a new evidence synthesis product. Plain language summaries of our EGMs will be published on this website. The interactive EGMs and full EGM reports will be available in our journal on the Wiley Online Library platform: click here.



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Better evidence for a better world
Better evidence for a better world

Better evidence for a better world (169)

Additional Info

  • Authors Heather Menzies Munthe-Kaas, Rigmor C Berg, Nora Blaasvær
  • Published date 2018-02-28
  • Coordinating group(s) Social Welfare
  • Type of document Review Plain language summary
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/csr.2018.3

Additional Info

  • Authors Trine Filges, Anders Bruun Jonassen, Anne-Marie Klint Jørgensen
  • Published date 2018-02-28
  • Coordinating group(s) Social Welfare
  • Type of document Title Protocol Review Plain language summary
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/csr.2018.2

Additional Info

  • Authors Sara Valdebenito, Manuel Eisner, David P. Farrington, Maria M. Ttofi, Alex Sutherland
  • Published date 2018-01-09
  • Coordinating group(s) Crime and Justice, Education
  • Type of document Title Protocol Review Plain language summary
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/csr.2018.1

Additional Info

  • Authors Shannon Doocy, Hannah Tappis
  • Published date 2017-12-21
  • Coordinating group(s) International Development
  • Type of document Title Protocol Review Plain language summary
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/csr.2017.17

Additional Info

  • Authors Marjorie Chinen, Thomas de Hoop, Lorena Alcázar, María Balarin, Josh Sennett
  • Published date 2017-12-21
  • Coordinating group(s) International Development
  • Type of document Title Protocol Review Plain language summary
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/csr.2017.16

Additional Info

  • Authors Robert Marx, Emily E Tanner-Smith, Colleen M Davison, Lee-Anne Ufholz, John Freeman, Ravi Shankar, Lisa Newton, Robert S Brown, Alyssa S Parpia, Ioana Cozma, Shawn Hendrikx
  • Published date 2017-12-19
  • Coordinating group(s) Education
  • Type of document Protocol Review Plain language summary
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/csr.2017.15

Additional Info

  • Authors Hanne Næss Hjetland, Ellen Irén Brinchmann, Ronny Scherer, Monica Melby-Lervåg
  • Published date 2017-12-15
  • Coordinating group(s) Education
  • Type of document Review Plain language summary
  • Library Image Library Image
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/csr.2017.14
  • Records available in English, Spanish
  • English

    PLAIN LANGUAGE SUMMARY

    Preschool language skills are associated with better reading comprehension at school

    A variety of language skills related to both language comprehension (e.g., vocabulary and grammar) and code-related skills (e.g., phonological awareness and letter knowledge) is important for developing decoding skills and, in turn, reading comprehension in school. Thus, reading comprehension instruction is more likely to be successful if it focuses on a broad set of language skills.

    What is this review about?

    Determining how to provide the best instruction to support children’s reading comprehension requires an understanding of how reading comprehension actually develops. To promote our understanding of this process, this review summarizes evidence from observations of the development of language and reading comprehension from the preschool years into school. The main outcome in this review is reading comprehension skills.

    Understanding the development of reading comprehension and its precursors can help us develop hypotheses about what effective instruction must comprise to facilitate well-functioning reading comprehension skills. These hypotheses can be tested in randomized controlled trials.

    What is the aim of this review?

    This Campbell systematic review examines the relationships between skills in preschool and later reading comprehension. The review summarizes evidence from 64 longitudinal studies that have observed these relationships.

    What studies are included?

    This review includes studies that observe the relationship between preschool language and code-related skills and later reading comprehension. A total of 64 studies were identified, all of which were included in the analysis. However, several of them suffered from considerable attrition, used convenience sampling, included a selected sample and failed to report on important study and sample characteristics.

    The studies spanned 1986 to 2016 and were mostly performed in the USA, Europe and Australia.

    What are the main results in this review?

    Code-related skills in preschool (e.g., phoneme awareness and letter knowledge) are indirectly related to reading comprehension via word decoding. Linguistic comprehension is directly related to reading comprehension skills. Code-related skills and linguistic comprehension were strongly related. Moreover, language comprehension was more important for reading comprehension in older readers than in younger readers.

    What do the findings of this review mean?

    These results show that a broad set of language skills is important in developing reading comprehension. The results also suggest that successful instruction for reading comprehension should target a broad set of language skills.

    In future studies, the effectiveness of instruction that targets such a set must be tested in randomized controlled trials. Additionally, future longitudinal studies should address issues of reliability, missing data and representativeness.

    How up-to-date is this review?

    The review authors searched for studies up to February 2016.

  • Spanish

    Click on 'Download PDF' on the right to view the plain language summary in Spanish.

Additional Info

  • Authors Giel Ton, Sam Desiere, Wytse Vellema, Sophia Weituschat, Marijke D'Haese
  • Published date 2017-12-12
  • Coordinating group(s) International Development
  • Type of document Review Plain language summary
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/csr.2017.13

Additional Info

  • Authors Jochen Kluve, Susana Puerto, David Robalino, Jose Manuel Romero, Friederike Rother, Jonathan Stöterau, Felix Weidenkaff, Marc Witte
  • Published date 2017-12-04
  • Coordinating group(s) Education, International Development, Social Welfare
  • Type of document Title Protocol Review Plain language summary
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/csr.2017.12

Additional Info

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