Literaturnachweis - Detailanzeige
| Autor/inn/en | Wanzek, Jeanne; Stevens, Elizabeth A.; Williams, Kelly J.; Scammacca, Nancy; Vaughn, Sharon; Sargent, Katherine |
|---|---|
| Titel | Current Evidence on the Effects of Intensive Early Reading Interventions |
| Quelle | (2018), (40 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| DOI | 10.1177/0022219418775110 |
| Schlagwörter | Reading Instruction; Early Intervention; Reading Difficulties; At Risk Students; Instructional Effectiveness; Elementary School Students; Kindergarten; Student Characteristics; Publications; Educational Research; Journal Articles; Outcomes of Education; Primary Education |
| Abstract | Many students at-risk for or identified with reading disabilities need intensive reading interventions. This meta-analysis provides an update to the Wanzek and Vaughn (2007) synthesis on intensive early reading interventions. Effects from 25 reading intervention studies are analyzed to examine the overall effect of intensive early reading interventions as well as relationships between intervention and student characteristics related to outcomes. The weighted mean effect size estimate (ES = 0.39), with a mean effect size adjusted for publication bias (ES = 0.28), both significantly different from zero, suggested intensive, early reading interventions resulted in positive outcomes for early struggling readers in kindergarten through third grades. There was no statistically significant or meaningful heterogeneity in the study-wise effect sizes. Exploratory examination of time in intervention, instructional group size, initial reading achievement, and date of publication are provided. [This paper was published in "Journal of Learning Disabilities" v51 p612-624 2018 (EJ1192427).] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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