Educational Interventions for Primary School Students with Dyslexia-a Mapping Study

• Published in: Reading & writing quarterly Vol. 38; no. 5; pp. 415 - 435
• Main Authors: Skočić Mihić, Sanja, Martan, Valentina, Rončević Zubković, Barbara
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 03.09.2022; Taylor & Francis Ltd
• Subjects: Academic Accommodations (Disabilities); Computer Software; Design; Dyslexia; Educational Technology; Elementary School Students; Elementary Schools; Foreign Countries; ICT; Instructional Materials; Intervention; Language Skills; Learning; mapping study; primary school students; Reading instruction; Reading Skills; Research Design; Students with Disabilities; Middle East; Asia; Europe; Africa; North America; Indonesia; Latin America
• ISSN: 1057-3569; 1521-0693
• DOI: 10.1080/10573569.2021.1972879

Numerous studies in different science fields have examined the various aspects of educational interventions designed to facilitate learning outcomes in students with dyslexia. The aim of this study was to present an overview of empirical research related to interventions aimed at primary school students with dyslexia. Mapping was conducted to identify studies on this topic published from 2015 to 2019 and included in the Scopus database. The descriptive data from 57 studies were analyzed to present a classification scheme of research design, type of educational intervention, implementation of technology in educational interventions, and aim of the intervention. The results indicated an increasing trend in the last 5 years in the publication of papers in researched areas related to educational interventions for students with dyslexia, with uneven representation among countries. The analyzed empirical studies were mostly analytic, using different designs, with a slightly higher prevalence of (quasi) experimental versus descriptive designs. As expected, the goal of most educational interventions was directed toward the development of (pre)reading skills, with a wider prevalence of structured language-based programs, followed by software specialized to support learning, whereas adaptations of instructional materials and innovative information and communication technology (ICT) were less used. Mapping indicated the frequent use of ICT in all educational interventions, and more evidence is needed for complex rigorous experimental designs and interventions related to teaching in the classroom, as well as interventions aimed at facilitating the self-regulation of students with dyslexia.