A Meta-Analysis of the Long-Term Effects of Phonemic Awareness, Phonics, Fluency, and Reading Comprehension Interventions
Journal of Learning Disabilities
Suggate, S. P. (2014).
Journal of Learning Disabilities, 49(1), 77-96.
This meta-analysis investigates the long-term effects of reading interventions targeting phonetic, decoding, comprehension, or fluency skills on phonological awareness and reading comprehension in students, up to 7th grade, with and without reading disorders.
No funding received
1980-2013
Peer-reviewed studies (not further specified)
16
The findings from the meta-analysis revealed that children with and without reading disorders benefited from reading interventions targeting phonemic awareness, phonics and reading comprehension (mean ES = .29-.52). Moderate effects were noted at posttest (ES = .37) and at follow up (ES = .30) for children with reading and learning disabilities, as well as at posttest (ES = .54) and at follow up (ES = .35) for at risk readers.
