Why What We Teach Depends on When: Grade and Reading Intervention Modality Moderate Effect Size
Developmental Psychology
Suggate, S. P. (2010).
Developmental Psychology, 46(6), 1556-1579.
This review investigates the effect of reading interventions targeting phonemic awareness, phonics, and comprehension skills on literacy skills in elementary-age children identified as struggling readers.
University of Otago (New Zealand); Alexander von Humboldt Foundation (Germany)
Overall, phonics-based, phonological awareness and comprehension interventions were found to have positive effects on the reading skills of at risk readers. Mean effect sizes for short term and long term reading improvements were .49 and .36, respectively. Additionally, interventions targeting phonics had greater effects on the reading skills of younger students, while comprehension and mixed interventions had greater effects on the reading skills of older students.
