A Synthesis of the Sustainability of Remedial Reading Intervention Effects for Struggling Adolescent Readers

Autor/inn/en	Daniel, Johny; Capin, Philip; Steinle, Paul
Titel	A Synthesis of the Sustainability of Remedial Reading Intervention Effects for Struggling Adolescent Readers
Quelle	In: Journal of Learning Disabilities, 54 (2021) 3, S.170-186 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Daniel, Johny) ORCID (Capin, Philip) ORCID (Steinle, Paul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219420972184
Schlagwörter	Intervention; Remedial Reading; Reading Difficulties; Program Effectiveness; Adolescents; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Grade 12; Learning Disabilities; Small Group Instruction; Teaching Methods; Reading Skills; Effect Size; Middle School Students; High School Students; Reading Achievement; Vocabulary; Peabody Picture Vocabulary Test; Woodcock Reading Mastery Test; Test of Word Reading Efficiency; Wechsler Individual Achievement Test; Wechsler Abbreviated Scale of Intelligence + Suchen Sie Ihr Suchwort? Leseförderung; Reading difficulty; Leseschwierigkeit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Learning handicap; Lernbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Reading skill; Lesefertigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Leseleistung; Wortschatz; WIAT; Eignungsprüfung; Eignungstest
Abstract	A majority of reading-related intervention studies aiming to remediate struggling readers' reading outcomes assess student performance immediately following the conclusion of an intervention to determine intervention effects. Few studies collect follow-up data to measure the long-term sustainability of treatment effects. Hence, the aim of the current synthesis was to examine follow-up intervention effects of reading interventions involving adolescent struggling readers in Grades 6 to 12. Our literature search yielded only 10 studies that reported follow-up data for intervention participants, which highlights the dearth of intervention research that examines sustainability of intervention effects. Of the 10 included studies, the weighted mean effect size for all reading outcome measures was g[subscript w] = 0.78 at immediate posttest and g[subscript w] = 0.27 at follow-up, in favor of treatment group students. Although the magnitude of difference between treatment and control groups diminished at follow-up time, a comparison of treatment group students' immediate posttest and follow-up scores showed that students mostly maintained gains made during intervention at follow-up time points. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01