A Meta-Analysis of Interventions to Improve Reading Comprehension Outcomes for Adolescents with Reading Difficulties
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| Title: | A Meta-Analysis of Interventions to Improve Reading Comprehension Outcomes for Adolescents with Reading Difficulties |
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| Language: | English |
| Authors: | Sohn, Hyojong (ORCID |
| 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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