What Is the Evidence Base to Support Reading Interventions for Improving Student Outcomes in Grades 1-3?
Gersten, R., Newman-Gonchar, R., et al. (2017).
Washington, D.C.: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast, (REL 2017-271), 52.
This systematic review investigates the effect of reading interventions in students in grades 1-3 struggling with reading or at risk for reading disorders.
U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast
Between January 1, 2002 and June 30, 2004
Randomized controlled trials; quasi-experimental design studies
23
<p>Results indicated grade one reading interventions (e.g., comprehensive/mixed reading programs) and grades two and three reading interventions (e.g., guided reading, explicit instruction) to have positive or potentially positive effects in at least one of the areas of reading performance.</p>
<p>Out of the four areas of reading (i.e., word and pseudoword reading, passage reading fluency, reading comprehension, and vocabulary), results demonstrated strongest effects in word and pseudoword reading in students who are at risk for reading disorders. </p>
Results indicated positive effects for reading interventions provided in either small group or individual sessions.
