A Meta-Analysis of Interventions for Struggling Readers in Grades 4–12

Abstract

This meta-analysis synthesizes the literature on interventions for struggling readers in Grades 4 through 12 published between 1980 and 2011. It updates Scammacca et al.’s analysis of studies published between 1980 and 2004. The combined corpus of 82 study-wise effect sizes was meta-analyzed to determine (a) the overall effectiveness of reading interventions studied over the past 30 years, (b) how the magnitude of the effect varies based on student, intervention, and research design characteristics, and (c) what differences in effectiveness exist between more recent interventions and older ones. The analysis yielded a mean effect of 0.49, considerably smaller than the 0.95 mean effect reported in 2007. The mean effect for standardized measures was 0.21, also much smaller than the 0.42 mean effect reported in 2007. The mean effects for reading comprehension measures were similarly diminished. Results indicated that the mean effects for the 1980–2004 and 2005–2011 groups of studies were different to a statistically significant degree. The decline in effect sizes over time is attributed at least in part to increased use of standardized measures, more rigorous and complex research designs, differences in participant characteristics, and improvements in the school’s “business-as-usual” instruction that often serves as the comparison condition in intervention studies.

Ophthalmic Abnormalities and Reading Impairment

“…The best evidence is for intensive interventions involving instruction on phonics, word analysis, and reading fluency and comprehension. 40 Professional bodies recommend only routine vision checks and advise that children with SRI should have appropriate non-vision-based support. 41,42 However, many organizations and Web sites continue to recommend vision-based treatments.…”

Que disent les recensions antérieures de recherches sur les enseignements favorisant les compétences en littératie de la fin du primaire et du secondaire?

“…Comme premier constat, toutes les recensions antérieures consultées montrent que les stratégies d'enseignement éprouvées ou recommandées valent pour tous les types d'élèves, typiques et atypiques, mais démontrent un effet plus marqué chez ceux qui sont en difficulté ou qui présentent un trouble d'apprentissage (Datchuk et Kubina, 2012;Edmonds et al, 2009;Gillespie et Graham, 2014;Graham et Harris, 2009;Hongli, 2014;Kaldenberg et al, 2015;Rouhani et al, 2016;Scammacca et al, 2015). Plusieurs auteurs soulignent les difficultés rencontrées lorsqu'ils tentent d'analyser des résultats de recherches tantôt relatifs à des évaluations construites par les chercheurs, tantôt à des évaluations normatives (Kaldenberg et al, 2015;Scammacca et al, 2015;Wansek et al, 2010).…”

“…Plusieurs auteurs soulignent les difficultés rencontrées lorsqu'ils tentent d'analyser des résultats de recherches tantôt relatifs à des évaluations construites par les chercheurs, tantôt à des évaluations normatives (Kaldenberg et al, 2015;Scammacca et al, 2015;Wansek et al, 2010). Cela rend difficile la comparaison entre les études ; il s'avère laborieux de préciser les interventions utiles à l'élève et leur incidence sur l'apprentissage.…”

“…Pris ensemble, les résultats de ces recherches en lecture et en écriture s'accordent sur les mêmes principes soit l'importance d'intervenir auprès des élèves afin de leur enseigner des stratégies pour mieux comprendre ce qu'ils lisent et pour diminuer le risque d'échec scolaire (Flynn et al, 2012;Scammacca et al, 2015).…”

Teacher implementation of an adolescent reading intervention

“…It is difficult for adolescent literacy interventions to achieve large effects on standardized assessments (Scammacca, Roberts, Vaughn, & Stuebing, 2013). Because literacy coaching is hypothesized to directly affect instruction, which then affects student learning, some research suggests that this complex process may result in effects on standardized student outcomes that are too small to detect (e.g., Garet et al, 2008).…”