A Meta-Analysis of Interventions to Improve Reading Comprehension Outcomes for Adolescents with Reading Difficulties

Autor/inn/en	Sohn, Hyojong; Acosta, Kelly; Brownell, Mary T.; Gage, Nicholas A.; Tompson, Eilish; Pudvah, Carolyn
Titel	A Meta-Analysis of Interventions to Improve Reading Comprehension Outcomes for Adolescents with Reading Difficulties
Quelle	In: Learning Disabilities Research & Practice, 38 (2023) 2, S.85-103 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sohn, Hyojong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/ldrp.12307
Schlagwörter	Middle School Students; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Grade 12; High School Students; Reading Difficulties; Intervention; Reading Comprehension; Reading Improvement; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; 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; High school; High schools; Oberschule; Studentin; Reading difficulty; Leseschwierigkeit; Leseverstehen; Unterrichtserfolg
Abstract	This meta-analysis synthesized 97 effect sizes extracted from 37 intervention studies for students with reading difficulties (RDs) in Grades 6 to 12 published between 1982 and 2021 to identify the overall impact of reading interventions and the moderating effects of intervention characteristics and study design characteristics. Random-effects robust variance estimation (RVE) was used to account for dependencies within studies. Overall, interventions designed to improve reading comprehension outcomes for adolescents with RDs were effective (g = 0.63). Meta-regression analyses identified several significant moderators that were associated with intervention efficacy, such as text content, duration of intervention, agent of intervention, status of student, type of dependent measure, and study quality. We provide study limitations as well as implications for research and practice. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01