Intensive Reading Interventions for Inadequate Responders in Grades K–3: A Synthesis
Learning Disability Quarterly
Austin, C. R., Vaughn, S., et al. (2017).
Learning Disability Quarterly, 40(4), 191-210.
This systematic review and meta-analysis investigates the effects of small-group or one-on-one reading interventions on reading outcomes in children (grades K-3) who did not respond to previous intervention.
Office of Special Education Programs, U.S. Department of Education
Findings demonstrated Tier 3 interventions generally improved outcomes for students who have previously responded inadequately to Tier 2 interventions (d= 0.07 to 1.77 across studies and measures). Group size and intervention duration had no significant impact on outcomes.
