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ERIC Number: EJ956684
Record Type: Journal
Publication Date: 2012-Feb
Pages: 12
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-0938-8982
Instructing Struggling Older Readers: A Selective Meta-Analysis of Intervention Research
Flynn, Lindsay J.; Zheng, Xinhua; Swanson, H. Lee
Learning Disabilities Research & Practice, v27 n1 p21-32 Feb 2012
This article synthesizes the experimental literature on reading interventions for upper elementary and middle school students identified with reading disabilities on norm-referenced reading measures. Ten studies (12 independent samples) yielded 70 effect sizes on norm-referenced reading measures with an aggregated mean of 0.41 (SE = 0.04) in favor of the experimental condition. Moderate effect sizes emerged on norm-referenced measures of word identification (M = 0.41), decoding (M = 0.43), and comprehension (M = 0.73) and low effect sizes for fluency (M = -0.29). Intervention outcomes did not significantly vary as a function of the reading skills measured, type of reading instruction, and/or variations in sample characteristics. Studies yielding low and relatively moderate effect sizes shared a number of instructional components. Overall, the magnitude of the results for experimental reading intervention studies for students with reading disabilities in the middle school age range was small to moderate. Implications of the study were discussed.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Independent Samples