Current Evidence on the Effects of Intensive Early Reading Interventions

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	In: Journal of Learning Disabilities, 51 (2018) 6, S.612-624 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
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 + Suchen Sie Ihr Suchwort? Leseunterricht; Reading difficulty; Leseschwierigkeit; Unterrichtserfolg; Bildungsforschung; Pädagogische Forschung; Journal article; Zeitschriftenaufsatz; Lernleistung; Schulerfolg; Primarbereich
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 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 (ES) 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. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01