Effects of Reading Interventions Implemented for Upper Elementary Struggling Readers: A Look at Recent Research
Reading and Writing
Donegan, R. E., & Wanzek, J. (2021).
Reading and Writing, 34(8), 1943-1977.
This systematic review and meta-analysis investigates the effects of reading interventions for upper elementary school students (i.e., 4th and 5th grade) with reading difficulties/disorders. Possible moderating effects of treatment focus (e.g., foundational skills, comprehension, multiple components) and intensity are explored.
Office of Special Education Programs, U.S. Department of Education; Eunice Kennedy Shriver National Institute of Child Health & Human Development, National Institutes of Health
2007 to 2019
Experimental studies with comparators, quasi-experimental studies with evidence of baseline equivalence, comparators, or group assignment procedures to equate groups
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The following findings were reported regarding the impact of reading interventions on foundational reading skills in upper elementary school children with reading difficulties/disorders:<br />
<ul>
<li>There was a small, positive, and significant effect of these interventions on foundational skills overall (g=0.22; 95% CI= 0.10 to 0.33, p<0.001).</li>
<li>Small positive effects were noted in foundational skills for multicomponent interventions (g=0.16, SE=0.08, p=0.04), interventions specifically targeting foundational skills (g=0.36, SE=0.13, p<0.01), interventions with groups of 4 to 7 students (g=0.25, SE=0.08, p=0.002), and treatments that were not individualized (g=0.25, SE=0.07, p<0.001). Individualized treatments resulted in less consistent results.</li>
<li>There was no significant difference following intensive interventions (i.e., interventions implemented for 16 to 30 hours) when compared to interventions with different durations. </li>
</ul>
The following findings were reported regarding the impact of reading interventions on comprehension in upper elementary school children with reading difficulty/disorders:<br />
<ul>
<li>There was a small, positive, and significant effect on reading comprehension overall (g=0.21, 95% CI= 0.12 to 0.30, p<0.001).</li>
<li>Small positive effects were noted in comprehension for multicomponent interventions (g=0.17, SE=0.06, p=0.004), interventions specifically targeting comprehension (g=0.29, SE=0.10, p=0.003), interventions with more than 30 hours of instruction (g=0.44, SE=0.12, p<0.001), and treatments that were not individualized (g=0.25, SE=0.05, p<0.001). Individualized treatments resulted in less consistent results.</li>
<li>Medium positive effects were noted for intervention groups of 1 to 2 students (g=0.50, SE=0.10, p<0.001), while treatments with larger groups have non-significant effects.</li>
<li>Medium, positive effects were noted for interventions with 15 or fewer hours of instruction (g=0.44, SE=0.12, p<0.001), with potential impact of unstandardized outcomes on results. </li>
</ul>
