Meta-Analysis of Reading Comprehension Interventions for Students With Learning Disabilities: Strategies and Implications
Reading Improvement
Sencibaugh, J. M. (2007).
Reading Improvement, 44(1), 6-22.
This systematic review and meta-analysis investigates the effects of metacognitive instructional strategies on reading comprehension in school-aged children, grades K-12, with general learning disabilities or reading disability.
Not stated
1985-2005
Experimental treatment-comparison design studies
15
The results of this meta-analysis revealed that cognitive instructional strategies had a positive effect on the reading comprehension skills of children with learning disabilities. Mean effects sizes for visually dependent strategies was .94 and for auditory/language dependent strategies was 1.18. The authors reported that "(a) auditory/language dependent strategies have a greater impact on the reading comprehension skills of students with learning disabilities compared to visually dependent strategies, and (b) questioning strategies involving self-instruction and paragraph restatements along with text-structure-based strategies yield the most significant outcomes" (p. 15).
