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

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. Utiliz...

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Published inHeliyon Vol. 6; no. 11; p. e05024
Main Authors Kim, Dongil, An, Yeji, Shin, HyeYun Gladys, Lee, Jaeho, Park, Soyoung
Format Journal Article
LanguageEnglish
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
Online AccessGet full text

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Abstract 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
AbstractList 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.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.
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.
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
ArticleNumber e05024
Author An, Yeji
Shin, HyeYun Gladys
Lee, Jaeho
Kim, Dongil
Park, Soyoung
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Issue 11
Keywords Education
Evidence-based education
Educational development
Evaluation in education
Struggling readers
Improvement rate differences (IRD)
Reading intervention
Single subject
Meta-analysis
Language English
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Snippet The purpose of this study is to examine and identify effective variables related to single-subject reading interventions for the struggling readers. This study...
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SubjectTerms 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
Title A meta-analysis of single-subject reading intervention studies for struggling readers: using Improvement Rate Difference (IRD)
URI https://dx.doi.org/10.1016/j.heliyon.2020.e05024
https://www.proquest.com/docview/2461004289
https://www.proquest.com/docview/2574334509
https://pubmed.ncbi.nlm.nih.gov/PMC7644885
https://doaj.org/article/12825d16ae6141ba9cb247b942be71d6
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