Meryem S. Üstün-Yavuz, Rose Brooks, Silke Fricke, Jenny Thomson
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The initial search yielded 1236 studies, of which 24 met the eligibility criteria and were included in this review.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>Most of the included studies (21 out of 24) demonstrated positive outcomes, and the support provided led to improvement in the reading skills of struggling readers in KS2. The available intervention programmes included a wide range of intensity, varied group sizes and targeted different reading skills. There is currently insufficient evidence to suggest the relative efficacy of one intervention over another.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>The review confirmed the need for more robust research in this area and highlighted the importance of learning lessons from the international evidence base.</p>\n </section>\n </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"47 4","pages":"626-647"},"PeriodicalIF":2.0000,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12471","citationCount":"0","resultStr":"{\"title\":\"Evidence-based support provided to struggling readers in later primary years in the UK: A scoping review\",\"authors\":\"Meryem S. Üstün-Yavuz, Rose Brooks, Silke Fricke, Jenny Thomson\",\"doi\":\"10.1111/1467-9817.12471\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>In the last two decades, a number of empirical studies investigated the impact of UK-based interventions for struggling readers in later primary years (called Key Stage 2 or KS2 in the UK). However, to date, there are no reviews that look at the extent and nature of the existing UK-based literature. This scoping review explores the extent of the available literature focusing on struggling readers in KS2 and aims to summarise the findings of available research.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>A scoping review methodology was used, and six databases were searched from 2000 to 2022. The initial search yielded 1236 studies, of which 24 met the eligibility criteria and were included in this review.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>Most of the included studies (21 out of 24) demonstrated positive outcomes, and the support provided led to improvement in the reading skills of struggling readers in KS2. The available intervention programmes included a wide range of intensity, varied group sizes and targeted different reading skills. There is currently insufficient evidence to suggest the relative efficacy of one intervention over another.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusions</h3>\\n \\n <p>The review confirmed the need for more robust research in this area and highlighted the importance of learning lessons from the international evidence base.</p>\\n </section>\\n </div>\",\"PeriodicalId\":47611,\"journal\":{\"name\":\"Journal of Research in Reading\",\"volume\":\"47 4\",\"pages\":\"626-647\"},\"PeriodicalIF\":2.0000,\"publicationDate\":\"2024-08-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12471\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Research in Reading\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/1467-9817.12471\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in Reading","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/1467-9817.12471","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Evidence-based support provided to struggling readers in later primary years in the UK: A scoping review
Background
In the last two decades, a number of empirical studies investigated the impact of UK-based interventions for struggling readers in later primary years (called Key Stage 2 or KS2 in the UK). However, to date, there are no reviews that look at the extent and nature of the existing UK-based literature. This scoping review explores the extent of the available literature focusing on struggling readers in KS2 and aims to summarise the findings of available research.
Methods
A scoping review methodology was used, and six databases were searched from 2000 to 2022. The initial search yielded 1236 studies, of which 24 met the eligibility criteria and were included in this review.
Results
Most of the included studies (21 out of 24) demonstrated positive outcomes, and the support provided led to improvement in the reading skills of struggling readers in KS2. The available intervention programmes included a wide range of intensity, varied group sizes and targeted different reading skills. There is currently insufficient evidence to suggest the relative efficacy of one intervention over another.
Conclusions
The review confirmed the need for more robust research in this area and highlighted the importance of learning lessons from the international evidence base.
期刊介绍：
Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.
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