A meta-analysis of single-subject reading intervention studies for struggling readers: using Improvement Rate Difference (IRD)

• Published in: Heliyon Vol. 6; no. 11; p. e05024
• Main Authors: Kim, Dongil, An, Yeji, Shin, HyeYun Gladys, Lee, Jaeho, Park, Soyoung
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.11.2020; Elsevier
• Subjects: clinical trials; Education; Educational development; Evaluation in education; Evidence-based education; Improvement rate differences (IRD); Koreans; Meta-analysis; reading; Reading intervention; Review; Single subject; Struggling readers; Education; Evidence-based education; Educational development; Evaluation in education; Struggling readers; Improvement rate differences (IRD); Reading intervention; Single subject; Meta-analysis
• ISSN: 2405-8440; 2405-8440
• DOI: 10.1016/j.heliyon.2020.e05024

The purpose of this study is to examine and identify effective variables related to single-subject reading interventions for the struggling readers. This study conducted meta-analysis of 84 single-subject research articles of which 54 were published in Korean and 30 were published in English. Utilizing the Improvement Rate Difference (IRD), a total of 586 effect sizes were produced with the mean effect size of 0.77. Intervention variables were categorized into two types – participant-related and intervention-related variables. Collected studies were analyzed for each effect size calculation. Variables having large effects within grade levels, disability types, implementer and session duration are discerned along with further discussion and educational implications. Reading intervention, Struggling readers, Single subject, Meta-analysis, Improvement rate differences (IRD), Education, Educational development, Evaluation in education, Evidence-based education