Meta-Analysis of the Impact of Reading Interventions for Students in the Primary Grades. Issue 2 (2nd April 2020)

• Record Type: Journal Article
• Authors: Gersten, Russell; Haymond, Kelly; Newman-Gonchar, Rebecca; Dimino, Joseph; Jayanthi, Madhavi
• Is Part Of: Journal of research on educational effectiveness. Volume 13:Issue 2(2020)
• Page Start: 401
• Page End: 427
• Publication Date: 2020-04-02
• Subjects: Reading -- response to intervention -- multi-tiered system of support -- Tier 2 intervention -- meta-analysis; Education -- Research -- Periodicals; Education -- Evaluation -- Periodicals; Education -- Methodology -- Periodicals; 371.422
• DOI: 10.1080/19345747.2019.1689591
• Languages: English
• ISSNs: 1934-5747

Abstract

Abstract: This meta-analysis systematically reviewed the most up-to-date literature to determine the effectiveness of reading interventions on measures of word and pseudoword reading, reading comprehension, and passage fluency, and to determine the role intervention and study variables play in moderating the impacts for students at risk for reading difficulties in Grades 1–3. We used random-effects meta-regression models with robust variance estimates to summarize overall effects and to explore potential moderator effects. Results from a total of 33 rigorous experimental and quasi-experimental studies conducted between 2002 and 2017 that met WWC evidence standards revealed a significant positive effect for reading interventions on reading outcomes, with a mean effect size of 0.39 (SE = .04, p < .001, 95% CI [0.32, 0.46]). Moderator analyses demonstrated that mean effects varied across outcome domains and areas of instruction.