A Meta-Analysis of Interventions for Struggling Readers in Grades 4–12 1980–2011

• Published in: Journal of learning disabilities Vol. 48; no. 4; pp. 369 - 390
• Main Authors: Scammacca, Nancy K., Roberts, Greg, Vaughn, Sharon, Stuebing, Karla K.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.07.2015; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Adolescent; Age differences; Bayesian Statistics; Child; Corpus analysis; Dyslexia - rehabilitation; Early intervention; Education, Special - statistics & numerical data; Effect Size; Effectiveness studies; Elementary education; Elementary Secondary Education; Grade 4; Humans; Instructional Improvement; Intervention; Learning disabilities; Literature Reviews; Meta Analysis; Norm Referenced Tests; Outcome Assessment, Health Care - statistics & numerical data; Outcome Measures; Participant Characteristics; Predictor Variables; Program Effectiveness; Reading Comprehension; Reading Difficulties; Reading disabilities; Research Design; Secondary education; Special education; Standardized Tests; Statistical Significance; Student Characteristics; Synthesis; Systematic review; reading intervention; struggling readers; reading disabilities

This meta-analysis synthesizes the literature on interventions for struggling readers in Grades 4 through 12 published between 1980 and 2011. It updates Scammacca et al.’s analysis of studies published between 1980 and 2004. The combined corpus of 82 study-wise effect sizes was meta-analyzed to dete...