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A Meta-Analysis of Interventions to Improve Reading Comprehension Outcomes for Adolescents with Reading Difficulties

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Bibliographic Details
Title: A Meta-Analysis of Interventions to Improve Reading Comprehension Outcomes for Adolescents with Reading Difficulties
Language: English
Authors: Sohn, Hyojong (ORCID 0000-0002-0300-2437), Acosta, Kelly, Brownell, Mary T., Gage, Nicholas A., Tompson, Eilish, Pudvah, Carolyn
Source: Learning Disabilities Research & Practice. May 2023 38(2):85-103.
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: 19
Publication Date: 2023
Document Type: Journal Articles
Information Analyses
Education Level: Junior High Schools
Middle Schools
Secondary Education
Elementary Education
Grade 6
Intermediate Grades
Grade 7
Grade 8
Grade 9
High Schools
Grade 10
Grade 11
Grade 12
Descriptors: Middle School Students, Grade 6, Grade 7, Grade 8, Grade 9, Grade 10, Grade 11, Grade 12, High School Students, Reading Difficulties, Intervention, Reading Comprehension, Reading Improvement, Instructional Effectiveness
DOI: 10.1111/ldrp.12307
ISSN: 0938-8982
1540-5826
Abstract: This meta-analysis synthesized 97 effect sizes extracted from 37 intervention studies for students with reading difficulties (RDs) in Grades 6 to 12 published between 1982 and 2021 to identify the overall impact of reading interventions and the moderating effects of intervention characteristics and study design characteristics. Random-effects robust variance estimation (RVE) was used to account for dependencies within studies. Overall, interventions designed to improve reading comprehension outcomes for adolescents with RDs were effective (g = 0.63). Meta-regression analyses identified several significant moderators that were associated with intervention efficacy, such as text content, duration of intervention, agent of intervention, status of student, type of dependent measure, and study quality. We provide study limitations as well as implications for research and practice.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1379410
Database: ERIC
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Description
Abstract:This meta-analysis synthesized 97 effect sizes extracted from 37 intervention studies for students with reading difficulties (RDs) in Grades 6 to 12 published between 1982 and 2021 to identify the overall impact of reading interventions and the moderating effects of intervention characteristics and study design characteristics. Random-effects robust variance estimation (RVE) was used to account for dependencies within studies. Overall, interventions designed to improve reading comprehension outcomes for adolescents with RDs were effective (g = 0.63). Meta-regression analyses identified several significant moderators that were associated with intervention efficacy, such as text content, duration of intervention, agent of intervention, status of student, type of dependent measure, and study quality. We provide study limitations as well as implications for research and practice.
ISSN:0938-8982
1540-5826
DOI:10.1111/ldrp.12307