A Meta-Analysis of Self-Regulated Strategy Development Reading Interventions to Improve the Reading Comprehension of Students With Disabilities
Reading & Writing Quarterly
Sanders, S., Losinski, M., et al. (2019).
Reading & Writing Quarterly, 35(4), 339-353.
This systematic review and meta-analysis investigates the effects of self-regulated strategy development (SRSD) reading interventions (i.e., a combination of direct instruction of an academic strategy and self-regulation skills) on reading comprehension in students, 5 to 18-years-old, with disabilities.
Not stated
Database inception to March 29, 2018
Quantitative study designs
11
Self-regulated strategy development (SRSD) reading interventions appear to be "an effective strategy for addressing deficits in the reading comprehension of students with disabilities" (p. 348). Overall, the meta-analysis found a significant, positive omnibus effect size (g=1.949). The authors found that only two of the included studies met all of the quality indicators and concluded that due to "the study design and effects reported in the studies, there is insufficient evidence to establish SRSD reading models as an evidence-based strategy" (p. 350).
