Effects of reading interventions implemented for upper elementary struggling readers: A look at recent research

In this study, we conducted a review of reading intervention research (1988–2019) for upper elementary struggling readers and examined intervention area (e.g., foundational, comprehension, or multicomponent) and intensity (e.g., hours of intervention, group size, and individualization) as possible m...

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Vydáno v:Reading & writing Ročník 34; číslo 8; s. 1943 - 1977
Hlavní autoři: Donegan, Rachel E., Wanzek, Jeanne
Médium: Journal Article
Jazyk:angličtina
Vydáno: Dordrecht Springer Netherlands 01.10.2021
Springer
Springer Nature B.V
Témata:
At Risk Persons
At risk populations
Comprehension
Departments
Direct Instruction
Education
Effect Size
Elementary education
Elementary School Students
Elementary Schools
Grade 5
Group size
Instructional Effectiveness
Intensive treatment
Intermediate Grades
Intervention
Language and Literature
Learning Strategies
Linguistics
Literacy
Meta Analysis
Middle Schools
Moderators
Neurology
Phonemic Awareness
Phonics
Psycholinguistics
Reading ability
Reading Comprehension
Reading Difficulties
Reading disabilities
Reading Instruction
Reading Skills
Severity (of Disability)
Small Group Instruction
Small groups
Social Sciences
Special Education
Student Needs
Teaching
Vocabulary
At risk population
Reading difficulties
Reading intervention
Upper elementary
Reading disabilities
reading disabilities
upper elementary
reading intervention
at risk population
reading difficulties
ISSN:0922-4777, 1573-0905
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Shrnutí:In this study, we conducted a review of reading intervention research (1988–2019) for upper elementary struggling readers and examined intervention area (e.g., foundational, comprehension, or multicomponent) and intensity (e.g., hours of intervention, group size, and individualization) as possible moderators of effects. We located 33 studies containing 49 treatment-comparison contrasts, found small effects for foundational reading skills ( g  = 0.22) and comprehension ( g  = 0.21), and decreased effects when considering standardized measures only. For intervention area, only multicomponent interventions predicted significant effects for both comprehension and foundational outcomes. For intensity, we did not find systematic evidence that longer or individualized interventions were associated with larger effects. However, interventions implemented in very small groups predicted larger comprehension outcomes. Overall, more research examining the quality of school provided reading instruction and how the severity of reading difficulties may impact effects of more intensive interventions is needed.
Bibliografie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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Changes in affiliations: Rachel Donegan, formerly at Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University.
Current affiliations: Rachel Donegan, Department of Special and Early Education, College of Education, Northern Illinois University. Jeanne Waznek, Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University
ISSN:0922-4777
1573-0905
DOI:10.1007/s11145-021-10123-y