Current Evidence on the Effects of Intensive Early Reading Interventions
Many students at risk for or identified with reading disabilities need intensive reading interventions. This meta-analysis provides an update to the Wanzek and Vaughn synthesis on intensive early reading interventions. Effects from 25 reading intervention studies are analyzed to examine the overall...
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| Published in | Journal of learning disabilities Vol. 51; no. 6; pp. 612 - 624 |
|---|---|
| Main Authors | , , , , , |
| Format | Journal Article |
| Language | English |
| Published |
Los Angeles, CA
SAGE Publications
01.11.2018
SAGE PUBLICATIONS, INC SAGE Publications and Hammill Institute on Disabilities |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0022-2194 1538-4780 1538-4780 |
| DOI | 10.1177/0022219418775110 |
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| Abstract | Many students at risk for or identified with reading disabilities need intensive reading interventions. This meta-analysis provides an update to the Wanzek and Vaughn synthesis on intensive early reading interventions. Effects from 25 reading intervention studies are analyzed to examine the overall effect of intensive early reading interventions as well as relationships between intervention and student characteristics related to outcomes. The weighted mean effect size (ES) estimate (ES = 0.39), with a mean effect size adjusted for publication bias (ES = 0.28), both significantly different from zero, suggested intensive early reading interventions resulted in positive outcomes for early struggling readers in kindergarten through third grades. There was no statistically significant or meaningful heterogeneity in the study-wise effect sizes. Exploratory examination of time in intervention, instructional group size, initial reading achievement, and date of publication are provided. |
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| AbstractList | Many students at risk for or identified with reading disabilities need intensive reading interventions. This meta-analysis provides an update to the Wanzek and Vaughn synthesis on intensive early reading interventions. Effects from 25 reading intervention studies are analyzed to examine the overall effect of intensive early reading interventions as well as relationships between intervention and student characteristics related to outcomes. The weighted mean effect size (ES) estimate (ES = 0.39), with a mean effect size adjusted for publication bias (ES = 0.28), both significantly different from zero, suggested intensive early reading interventions resulted in positive outcomes for early struggling readers in kindergarten through third grades. There was no statistically significant or meaningful heterogeneity in the study-wise effect sizes. Exploratory examination of time in intervention, instructional group size, initial reading achievement, and date of publication are provided. Many students at risk for or identified with reading disabilities need intensive reading interventions. This meta-analysis provides an update to the Wanzek and Vaughn synthesis on intensive early reading interventions. Effects from 25 reading intervention studies are analyzed to examine the overall effect of intensive early reading interventions as well as relationships between intervention and student characteristics related to outcomes. The weighted mean effect size (ES) estimate (ES = 0.39), with a mean effect size adjusted for publication bias (ES = 0.28), both significantly different from zero, suggested intensive early reading interventions resulted in positive outcomes for early struggling readers in kindergarten through third grades. There was no statistically significant or meaningful heterogeneity in the study-wise effect sizes. Exploratory examination of time in intervention, instructional group size, initial reading achievement, and date of publication are provided.Many students at risk for or identified with reading disabilities need intensive reading interventions. This meta-analysis provides an update to the Wanzek and Vaughn synthesis on intensive early reading interventions. Effects from 25 reading intervention studies are analyzed to examine the overall effect of intensive early reading interventions as well as relationships between intervention and student characteristics related to outcomes. The weighted mean effect size (ES) estimate (ES = 0.39), with a mean effect size adjusted for publication bias (ES = 0.28), both significantly different from zero, suggested intensive early reading interventions resulted in positive outcomes for early struggling readers in kindergarten through third grades. There was no statistically significant or meaningful heterogeneity in the study-wise effect sizes. Exploratory examination of time in intervention, instructional group size, initial reading achievement, and date of publication are provided. |
| Audience | Kindergarten Primary Education Elementary Education Early Childhood Education |
| Author | Sargent, Katherine Vaughn, Sharon Wanzek, Jeanne Scammacca, Nancy Stevens, Elizabeth A. Williams, Kelly J. |
| AuthorAffiliation | 1 Vanderbilt University, Nashville, TN, USA 2 The University of Texas at Austin, Austin, TX, USA |
| AuthorAffiliation_xml | – name: 1 Vanderbilt University, Nashville, TN, USA – name: 2 The University of Texas at Austin, Austin, TX, USA |
| Author_xml | – sequence: 1 givenname: Jeanne surname: Wanzek fullname: Wanzek, Jeanne email: jeanne.wanzek@vanderbilt.edu – sequence: 2 givenname: Elizabeth A. surname: Stevens fullname: Stevens, Elizabeth A. – sequence: 3 givenname: Kelly J. surname: Williams fullname: Williams, Kelly J. – sequence: 4 givenname: Nancy surname: Scammacca fullname: Scammacca, Nancy – sequence: 5 givenname: Sharon surname: Vaughn fullname: Vaughn, Sharon – sequence: 6 givenname: Katherine surname: Sargent fullname: Sargent, Katherine |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/29779424$$D View this record in MEDLINE/PubMed http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1192427$$DView record in ERIC |
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| Snippet | Many students at risk for or identified with reading disabilities need intensive reading interventions. This meta-analysis provides an update to the Wanzek and... |
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| SubjectTerms | At risk populations At Risk Students Bias Dyslexia - rehabilitation Early Intervention Early literacy Early Reading Educational Research Effect Size Elementary education Elementary School Students Group size Humans Instructional Effectiveness Intensive treatment Intervention Kindergarten Learning disabilities Meta Analysis Outcome Assessment, Health Care Outcomes of Education Primary Education Reading Reading achievement Reading Difficulties Reading disabilities Reading Improvement Reading Instruction Remedial Teaching - methods Special education Student Characteristics Systematic review |
| Title | Current Evidence on the Effects of Intensive Early Reading Interventions |
| URI | https://journals.sagepub.com/doi/full/10.1177/0022219418775110 https://www.ncbi.nlm.nih.gov/pubmed/29779424 https://www.proquest.com/docview/2114523630 https://www.proquest.com/docview/2042238693 http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1192427 https://pubmed.ncbi.nlm.nih.gov/PMC6247899 |
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