Evidence‐based support provided to struggling readers in later primary years in the UK: A scoping review

• Published in: Journal of research in reading Vol. 47; no. 4; pp. 626 - 647
• Main Authors: Üstün‐Yavuz, Meryem S., Brooks, Rose, Fricke, Silke, Thomson, Jenny
• Format: Journal Article
• Language: English
• Published: Oxford Wiley Subscription Services, Inc 01.11.2024
• Subjects: Children; Elementary school students; Evidence-based practice; Intervention; later primary; Meta-analysis; Reading ability; Reading comprehension; Reading difficulties; Reading instruction; reading intervention; Reading Skills; scoping review; struggling readers; United Kingdom > UK
• ISSN: 0141-0423; 1467-9817
• DOI: 10.1111/1467-9817.12471

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. Highlights What is already known about this topic The reading needs of struggling readers in the later primary years are different than their younger counterparts. There are a number of systematic reviews and meta‐analyses that examine the support provided to struggling readers. All previous reviews are US‐based and may not fully reflect the needs and characteristics of struggling readers in the United Kingdom (UK) due to differences in pedagogical approaches, reading practices and the different ages at which children start formal reading instruction What this paper adds The current review is the first to map and summarise the available research focusing on reading interventions for struggling readers in KS2 in the UK. It provides insight into the aspects that can impact the successful implementation of interventions in the UK. Regardless of their intensity, duration, delivery method and target skills, most interventions led to improvement in the reading skills of struggling readers in KS2. Implications for theory, policy or practice Based on the characteristics of the studies, most support was provided to the lower KS2 ages; however, support should be provided to a similar degree to all ages across KS2 and be in accordance with the changing needs of the children. More methodologically robust research is needed to understand the impact (if any) of the intervention intensity, group size and delivery method. Understanding how reading theory translates to diverse local practices is an important priority for reading instruction research internationally, as different practices may vary in their overall efficacy.