Reading Interventions for Students in Grades 3–12 With Significant Word Reading Difficulties
Bibliographic Data
| ID | 21350003 |
|---|---|
| Authors | Alexis N Boucher (0000-0001-8719-4415, The University of Tennessee-Knoxville, USA, corresponding author), Bethany H Bhat (The University of Texas-Austin, USA), Nathan H Clemens (0000-0002-8361-1303, The University of Texas-Austin, USA), Sharon Vaughn (0000-0001-8305-5549, The University of Texas-Austin, USA), Katherine O’donnell (0000-0001-8608-9832, The University of Utah, Salt Lake City, USA) |
| Year | 2024 |
| Volume | 57 |
| Issue | 4 |
| Pages | 203-223 |
| Publication date | 2024-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Learning Disabilities (JOURNAL) |
| Journal identifiers | ISSN: 0022-2194 • E-ISSN: 1538-4780 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00222194231207556 |
| PMID | 37937699 |
| OpenAlex | W4388492897 |
| Language | EN |
| Citations received | 7 |
| References cited | 89 |
Most students with reading difficulties struggle to read words. We examined intervention effects for students with significant word reading difficulties (SWRD; standard score of 80 on at least one pretest measure of word reading), which includes individuals with or at risk for dyslexia. We investigated: (a) What are the effects of reading interventions for students in Grades 3–12 with SWRD? and (b) What intervention features (i.e., instructional components and elements of dosage) are related to improved reading outcomes for the target population? A meta-analysis of 22 studies and 208 effect sizes revealed a statistically significant, positive, mean effect ( g = 0.14, standard error [ SE] = 0.04, p = .01, 95% confidence interval [CI]: [0.04, 0.23]) of interventions for the target population. Subset analyses revealed positive, statistically significant intervention effects on measures of pseudoword reading ( g = 0.38, SE = 0.07, p = .0003, 95% CI [0.21, 0.54]) and pseudoword reading fluency ( g = 0.29, SE = 0.09, p = .010, 95% CI [0.09, 0.49]). Moderator analyses yielded statistically significant, positive effects associated with increased total hours of intervention, β = 0.003, SE = 0.0009, t(8.31) = 3.58, p = .007. Overall, findings indicate a need for interventions that improve generalized real-world reading for the target population
Cognition · Confidence interval · Developmental psychology · Dyslexia · Fluency · Intervention (counseling) · Linguistics · Mathematics education · Population · Pseudoword · Psychiatry · Psychological intervention · Reading (process) · Reading comprehension · Clinical Psychology · Internal Medicine · Medicine · Psychology · Reading and Literacy Development · Text Readability and Simplification · Writing and Handwriting Education
What Works for Teaching Word Reading to Adolescents? A Meta-Analytic Investigation
Investigating the additive effects of opportunities to spell words on word reading for students with significant reading difficulties
English learners with dyslexia benefit from English dyslexia intervention
Bridging Accessibility Gaps in Dyslexia Intervention
A Pilot Study Examining Elements to Improve Generalized Word Reading Skills for Students With Significant Word Reading Difficulties
Testing variations in sublexical units to improve word reading for students with word reading disabilities
Mapping the Field of Effective Teaching and Interventions for Children With Reading Difficulties
Publication Bias in Meta‐Analysis
Current Evidence on the Effects of Intensive Early Reading Interventions
Understanding, educating, and supporting children with specific learning disabilities
Contour-enhanced meta-analysis funnel plots help distinguish publication bias from other causes of asymmetry
Intensive Remedial Instruction for Children with Severe Reading Disabilities
A Meta-Analysis of Interventions for Struggling Readers in Grades 4–12
Distribution Theory for Glass's Estimator of Effect Size and Related Estimators
Effect Sizes in Cluster-Randomized Designs
Intraclass Correlation Values for Planning Group-Randomized Trials in Education
Combining effect size estimates in meta-analysis with repeated measures and independent-groups designs.
Meta-analysis of multiple outcomes
Performance Trajectories and Performance Gaps as Achievement Effect-Size Benchmarks for Educational Interventions
Small sample adjustments for robust variance estimation with meta-regression.
Meta-analysis with Robust Variance Estimation
Individual Differences in Response to Early Interventions in Reading
Sources of Individual Differences in Reading Comprehension and Reading Fluency.
Robust variance estimation in meta‐regression with dependent effect size estimates
Small-Sample Adjustments for Tests of Moderators and Model Fit Using Robust Variance Estimation in Meta-Regression
Evaluating meta-analytic methods to detect selective reporting in the presence of dependent effect sizes.
Three-level meta-analysis of dependent effect sizes
Conducting Meta-Analyses in R with the metafor Package
Comparison of Reading Growth Among Students With Severe Reading Deficits Who Received Intervention to Typically Achieving Students and Students Receiving Special Education
Comparing the Effects of Reading Intervention Versus Reading and Mindset Intervention for Upper Elementary Students With Reading Difficulties
Effective intervention for adolescents with reading disabilities
It’s never too late to remediate
Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia
Matthew Effects in Reading
Treating the core deficits of developmental dyslexia
Promoting Knowledge Accumulation About Intervention Effects
| Unique citing works | 7 |
|---|---|
| Citations per year | 3.5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |