A Meta-Analysis of Self-Regulated Strategy Development Reading Interventions to Improve the Reading Comprehension of Students With Disabilities. Issue 4 (4th July 2019)

• Record Type: Journal Article
• Authors: Sanders, Sara; Losinski, Mickey; Parks Ennis, Robin; White, Warren; Teagarden, Jim; Lane, Jessica
• Is Part Of: Reading and writing quarterly. Volume 35:Issue 4(2019)
• Page Start: 339
• Page End: 353
• Publication Date: 2019-07-04
• Subjects: Reading disability -- Periodicals; Language arts -- Remedial teaching -- Periodicals; Learning disabilities -- Periodicals; 371.91405
• DOI: 10.1080/10573569.2018.1545616
• Languages: English
• ISSNs: 1057-3569

Abstract

Abstract: The purpose of the current meta-analysis was to investigate the effectiveness of self-regulated strategy development (SRSD) reading interventions for students with disabilities in school settings. We used the Council for Exceptional Children's Standards for Evidence-Based Practices in Special Education (CEC-EBP) to evaluate experimental investigations that targeted reading comprehension using an SRSD reading intervention and included students with disabilities. Summary outcome measures presented in the analysis include the between-case standardized mean difference, percentage of non-overlapping data, and visual analysis. Although the results indicated SRSD to be generally effective, the small number of studies and the fact that only 2 studies met all of the CEC-EBP quality indicators prevent the strategy from presently being considered evidence based. We present limitations and implications for future research.