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Home / Peer Reviewed Articles Reading Interventions for Struggling Readers

Peer Reviewed Articles Reading Interventions for Struggling Readers

Abstract

In this study, we conducted a review of reading intervention research (1988–2019) for upper elementary struggling readers and examined intervention area (e.chiliad., foundational, comprehension, or multicomponent) and intensity (e.1000., hours of intervention, group size, and individualization) as possible moderators of effects. We located 33 studies containing 49 treatment-comparison contrasts, constitute small effects for foundational reading skills (thou = 0.22) and comprehension (g = 0.21), and decreased effects when considering standardized measures only. For intervention area, only multicomponent interventions predicted meaning 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 pocket-size groups predicted larger comprehension outcomes. Overall, more than research examining the quality of school provided reading teaching and how the severity of reading difficulties may impact effects of more intensive interventions is needed.

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Funding

This enquiry was supported in part by Grant H325H140001 from the Function of Special Pedagogy Programs, U.Southward. Department of Teaching and by Award Number R01HD091232 from the Eunice Kennedy Shriver National Constitute of Kid Health & Human Development of the National Institutes of Wellness. The content is solely the responsibility of the authors and does non necessarily correspond the official views of the National Institutes of Health or the U.Southward. Department of Instruction.

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Affiliations

  1. Department of Special and Early Education, Higher of Education, Northern Illinois University, 1425 West Lincoln Hwy., DeKalb, IL, 60115, United states of america

    Rachel Due east. Donegan

  2. Section of Special Pedagogy, Peabody Higher of Teaching and Human Evolution, Vanderbilt Academy, Nashville, U.s.

    Jeanne Wanzek

Corresponding writer

Correspondence to Rachel E. Donegan.

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Rachel Donegan: Formerly at Department of Special Teaching, Peabody College of Education and Human Development, Vanderbilt University.

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Donegan, R.E., Wanzek, J. Furnishings of reading interventions implemented for upper uncomplicated struggling readers: A await at recent research. Read Writ 34, 1943–1977 (2021). https://doi.org/ten.1007/s11145-021-10123-y

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Keywords

  • At risk population
  • Reading difficulties
  • Reading disabilities
  • Reading intervention
  • Upper elementary

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