A Synthesis of Reading Interventions and Effects on Reading Comprehension Outcomes for Older Struggling Readers.

IF 8.3 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Meaghan S Edmonds, Sharon Vaughn, Jade Wexler, Colleen Reutebuch, Amory Cable, Kathryn Klingler Tackett, Jennifer Wick Schnakenberg
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引用次数: 555

Abstract

This article reports a synthesis of intervention studies conducted between 1994 and 2004 with older students (Grades 6-12) with reading difficulties. Interventions addressing decoding, fluency, vocabulary, and comprehension were included if they measured the effects on reading comprehension. Twenty-nine studies were located and synthesized. Thirteen studies met criteria for a meta-analysis, yielding an effect size (ES) of 0.89 for the weighted average of the difference in comprehension outcomes between treatment and comparison students. Word-level interventions were associated with ES = 0.34 in comprehension outcomes between treatment and comparison students. Implications for comprehension instruction for older struggling readers are described.

阅读干预对老年困难读者阅读理解结果的综合影响。
本文报告了1994年至2004年间对阅读困难的大龄学生(6-12年级)进行的综合干预研究。如果测量对阅读理解的影响,则包括解码、流利性、词汇和理解方面的干预措施。找到并综合了29项研究。13项研究符合荟萃分析的标准,对于实验组和对照组学生之间理解结果差异的加权平均值,产生0.89的效应值(ES)。单词水平干预在实验组学生和对照组学生的理解结果上的相关ES = 0.34。描述了对老年挣扎读者的理解指导的含义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Review of Educational Research
Review of Educational Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
24.10
自引率
2.70%
发文量
28
期刊介绍: The Review of Educational Research (RER), a quarterly publication initiated in 1931 with approximately 640 pages per volume year, is dedicated to presenting critical, integrative reviews of research literature relevant to education. These reviews encompass conceptualizations, interpretations, and syntheses of scholarly work across fields broadly pertinent to education and educational research. Welcoming submissions from any discipline, RER encourages research reviews in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided the review addresses educational issues. While original empirical research is not published independently, RER incorporates it within broader integrative reviews. The journal may occasionally feature solicited, rigorously refereed analytic reviews of special topics, especially from disciplines underrepresented in educational research.
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