ERIC Number: EJ1083414
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 114
A Meta-Analysis of the Long-Term Effects of Phonemic Awareness, Phonics, Fluency, and Reading Comprehension Interventions
Suggate, Sebastian P.
Journal of Learning Disabilities, v49 n1 p77-96 Jan-Feb 2016
Much is known about short-term--but very little about the long-term--effects of reading interventions. To rectify this, a detailed analysis of follow-up effects as a function of intervention, sample, and methodological variables was conducted. A total of 71 intervention-control groups were selected (N = 8,161 at posttest) from studies reporting posttest and follow-up data (M = 11.17 months) for previously established reading interventions. The posttest effect sizes indicated effects (d[subscript w] = 0.37) that decreased to follow-up (d[subscript w] = 0.22). Overall, comprehension and phonemic awareness interventions showed good maintenance of effect that transferred to nontargeted skills, whereas phonics and fluency interventions, and those for preschool and kindergarten children, tended not to. Several methodological features also related to effect sizes at follow-up, namely experimental design and dosage, and sample attrition, risk status, and gender balance.
Descriptors: Reading Instruction, Intervention, Program Effectiveness, Meta Analysis, Phonemic Awareness, Phonics, Reading Fluency, Reading Comprehension, Control Groups, Experimental Groups, Effect Size, Program Evaluation, Maintenance, Reading Skills, Student Characteristics, Research Methodology, Elementary Secondary Education, Coding, Quasiexperimental Design, Literature Reviews
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Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Elementary Secondary Education
Authoring Institution: N/A