Systematic Review on Quality Indicators of Randomised Controlled Trial Reading Intervention Studies for Students in Years 7-12

Autor/inn/en	Calvi, Michael; Vieira, Ana Paula Alves; Georgiou, George; Parrila, Rauno
Titel	Systematic Review on Quality Indicators of Randomised Controlled Trial Reading Intervention Studies for Students in Years 7-12
Quelle	In: Australasian Journal of Special and Inclusive Education, 47 (2023) 1, S.28-39 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Calvi, Michael) ORCID (Vieira, Ana Paula Alves) ORCID (Georgiou, George) ORCID (Parrila, Rauno)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2515-0731
Schlagwörter	Reading Instruction; Intervention; Secondary School Students; Reading Research; Randomized Controlled Trials; Standards + Suchen Sie Ihr Suchwort? Leseunterricht; Sekundarschüler; Leseforschung; Standard
Abstract	A number of studies have examined the effects of reading interventions for younger readers; however, there does not appear to be any existing syntheses examining the effect of reading interventions on students in Years 7--12. The purpose of this study was to establish whether such a synthesis is feasible by reviewing the methodological quality of randomised controlled trial studies examining the effect of reading interventions for secondary students, using the Council for Exceptional Children (CEC) standards. A total of 17 studies were identified and reviewed. Overall, only two studies met all eight CEC quality indicators. All studies met the quality indicators for intervention agent, and context and settings. Findings, limitations and recommendations for future directions of study are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01