Reading Comprehension Instruction for Students with Learning Disabilities, 1995-2006: A Meta-Analysis

Autor/inn/en	Berkeley, Sheri; Scruggs, Thomas E.; Mastropieri, Margo A.
Titel	Reading Comprehension Instruction for Students with Learning Disabilities, 1995-2006: A Meta-Analysis
Quelle	In: Remedial and Special Education, 31 (2010) 6, S.423-436 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932509355988
Schlagwörter	Reading Comprehension; Learning Disabilities; Norm Referenced Tests; Effect Size; Reading Skills; Instructional Effectiveness; Meta Analysis; Intervention; Reading Instruction; Questioning Techniques; Peer Teaching; Self Control; Program Effectiveness; Generalization; Maintenance; Elementary School Students; Middle School Students; High School Students + Suchen Sie Ihr Suchwort? Leseverstehen; Learning handicap; Lernbehinderung; Reading skill; Lesefertigkeit; Unterrichtserfolg; Meta-analysis; Metaanalyse; Leseunterricht; Befragungstechnik; Fragetechnik; Peer group teaching; Peer Group Teaching; Selbstbeherrschung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin
Abstract	Meta-analysis procedures were employed to synthesize findings of research for improving reading comprehension of students with learning disabilities published in the decade following previous meta-analytic investigations. Forty studies, published between 1995 and 2006, were identified and coded. Nearly 2,000 students served as participants. Interventions were classified as fundamental reading skills instruction, text enhancements, and questioning/strategy instruction--including those that incorporated peer-mediated instruction and self-regulation. Mean weighted effect sizes were obtained for criterion-referenced measures: 0.69 for treatment effects, 0.69 for maintenance effects, and 0.75 for generalization effects. For norm-referenced tests, the mean effect size was 0.52 for treatment effects. These outcomes were somewhat lower than but generally consistent with those of previous meta-analyses in their conclusion that reading comprehension interventions have generally been very effective. Higher outcomes were noted for interventions that were implemented by researchers. Implications for practice and further research are discussed. (Contains 5 tables.) (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	2017/4/10