Effectiveness of Interventions for English Learners with Word Reading Difficulties: A Research Synthesis
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| Title: | Effectiveness of Interventions for English Learners with Word Reading Difficulties: A Research Synthesis |
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| Language: | English |
| Authors: | Solari, Emily J. (ORCID |
| Source: | Learning Disabilities Research & Practice. Aug 2022 37(3):158-174. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Instructional Effectiveness, Intervention, English Language Learners, English (Second Language), Second Language Learning, Word Recognition, Reading Difficulties, Meta Analysis, Elementary School Students, Reading Instruction |
| DOI: | 10.1111/ldrp.12286 |
| ISSN: | 0938-8982 1540-5826 |
| Abstract: | This study meta-analyzed the last four decades (1980-2020) of reading intervention research focused on improving reading outcomes for English language (EL) students in Grades K-5 with or at risk for word reading difficulties. Experimental and quasi-experimental group design and single-case experimental design (SCED) studies were included; 10 group design and 7 SCED studies met inclusion criteria (m = 61; total student N = 2,270). Visual inspection of the effect size distribution revealed that the assumption of between-study heterogeneity was not supported; therefore, the findings were synthesized for SCED studies separately from those reported in group design studies. Implications for practice, policy, and future research are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1351536 |
| Database: | ERIC |
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| Abstract: | This study meta-analyzed the last four decades (1980-2020) of reading intervention research focused on improving reading outcomes for English language (EL) students in Grades K-5 with or at risk for word reading difficulties. Experimental and quasi-experimental group design and single-case experimental design (SCED) studies were included; 10 group design and 7 SCED studies met inclusion criteria (m = 61; total student N = 2,270). Visual inspection of the effect size distribution revealed that the assumption of between-study heterogeneity was not supported; therefore, the findings were synthesized for SCED studies separately from those reported in group design studies. Implications for practice, policy, and future research are discussed. |
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| ISSN: | 0938-8982 1540-5826 |
| DOI: | 10.1111/ldrp.12286 |
