Reading Research for Students With LD: A Meta-Analysis of Intervention Outcomes

Journal of Learning Disabilities

Swanson, H. L. (1999).

Journal of Learning Disabilities, 32(6), 504-532.

This meta-analysis investigates the effect of reading interventions on word recognition and reading comprehension skills in individuals with learning disabilities.

Not stated

1963-1997

Experimental study designs

92

The findings of the meta-analysis revealed that strategy instruction, direct instruction and combined strategy/direct instruction improved the word recognition and reading comprehension skills of children with learning disabilities. The largest effect sizes in reading comprehension were noted for studies using combined strategy and direct instruction approaches (mean ES = 1.15). However, effect sizes were higher for word recognition for studies using direct instruction alone (ES = .70).<p>The authors concluded that "regardless of the general model of instruction, only a few instructional components increased the predictive power of treatment effectiveness [for reading comprehension] beyond what could be predicted by variations in methodology and age" (p. 522). Reading comprehension instructional components included:</p><ul> <li>use of directed/response questioning;</li> <li>controlling the processing demands of tasks;</li> <li>provision of additional information about concepts, procedures, steps, and/or redundant text or text repetition;</li> <li>teacher-modeling of steps;</li> <li>group instruction;</li> <li>reminders; and</li> <li>instructions on the use of strategies.</li></ul><p>Word recognition instructional components included:</p><ul> <li>sequencing (e.g., sequencing short activities, using step-by-step prompts),</li> <li>segmentation (e.g., breaking down the target skill into smaller units), and</li> <li>advanced organizers.</li></ul>