<div>This systematic review investigates the effects of reading prosody interventions for students at risk of reading disorders. Students were defined as at-risk readers based on identification by their classroom teachers or by performance on state or standardized reading measures.</div>
U.S. Department of Education
From 1985 to 2020
<div>Studies employing an experimental or quasi-experimental design with a minimum of two groups</div>
18
<div>Students at risk of reading disorders improved reading prosody with:</div>
<div>
<ul>
<li>multiple instructional strategies (ES = 0.03-0.82);</li>
<li>modeled reading (ES = 0.46-0.75); and</li>
<li>repeated reading with immediate feedback (ES = 0.52-1.53).</li>
</ul>
<div>Limitations to this review include the small number of included studies, small samples sizes of the included studies, and reduced quality of the included studies.</div>
</div>
