What We Know and Need to Know About Literacy Interventions for Elementary Students With Reading Difficulties and Disabilities, Including Dyslexia
Reading Research Quarterly
Al Otaiba, S., McMaster, K., et al. (2023).
Reading Research Quarterly, 58(2), 313-332.
This umbrella systematic review of systematic reviews investigates the effects of reading and writing interventions for elementary school students with reading difficulties and disabilities. Specific details about the included articles are available elsewhere in the Evidence Maps. See the Associated Article(s) section below for the citations.
Institute of Education Sciences, U.S. Department of Education; Eunice Kennedy Shriver National Institute of Child Health & Human Development, National Institutes of Health
The data in this umbrella review are included in other documents in the Evidence Maps, some of which can be found in the Associated Article section below. For a full list of the included studies, please see the <a title="https://eric.ed.gov/?id=ED623078" href="https://eric.ed.gov/?id=ED623078" target="_blank" rel="noopener">full text article</a>.
2010 to 2020
Meta-analyses and syntheses
14
The following findings were reported following reading and writing interventions in elementary school students with reading difficulties and disabilities:<br />
<ul>
<li>For kindergarten through 3rd grade, there were generally positive, moderate effects for reading interventions on foundational skills. Smaller effects were noted for comprehension.</li>
<li>For upper elementary school students (i.e., students in the 4th and 5th grade), one meta-analysis reported that reading interventions had positive, small effects on foundation reading skills and comprehension.</li>
<li>Writing interventions and mixed reading and writing interventions were generally associated with improvements in reading outcomes. </li>
</ul>
