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EJ956684 - Instructing Struggling Older Readers: A Selective Meta-Analysis of Intervention Research

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ERIC #:	EJ956684
Title:	Instructing Struggling Older Readers: A Selective Meta-Analysis of Intervention Research
Authors:	Flynn, Lindsay J.; Zheng, Xinhua; Swanson, H. Lee
Descriptors:	Reading Difficulties; Intervention; Effect Size; Reading Skills; Reading Instruction; Meta Analysis; Literature Reviews; Synthesis; Middle School Students; Elementary School Students; Norm Referenced Tests; Educational Research; Reading Research; Outcome Measures
Source:	Learning Disabilities Research & Practice, v27 n1 p21-32 Feb 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	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 Date:	2012-02-00
Pages:	12
Pub Types:	Journal Articles; Reports - Research
Abstract:	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.
Abstractor:	As Provided
Reference Count:	37

Note:	N/A
Identifiers:	Independent Samples
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0938-8982
Audiences:	N/A
Languages:	English
Education Level:	Elementary Education; Middle Schools
Direct Link:	http://dx.doi.org/10.1111/j.1540-5826.2011.00347.x

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