Current Evidence on the Effects of Intensive Early Reading Interventions

• Published in: Journal of learning disabilities Vol. 51; no. 6; pp. 612 - 624
• Main Authors: Wanzek, Jeanne, Stevens, Elizabeth A., Williams, Kelly J., Scammacca, Nancy, Vaughn, Sharon, Sargent, Katherine
• 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: 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; elementary; reading; intervention; age

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...