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ERIC Number: EJ1108412
Record Type: Journal
Publication Date: 2016-Sep
Pages: 45
Abstractor: As Provided
ISSN: ISSN-0034-6543
A Century of Progress: Reading Interventions for Students in Grades 4-12, 1914-2014
Scammacca, Nancy K.; Roberts, Garrett J.; Cho, Eunsoo; Williams, Kelly J.; Roberts, Greg; Vaughn, Sharon R.; Carroll, Megan
Review of Educational Research, v86 n3 p756-800 Sep 2016
The history of research on interventions for struggling readers in Grades 4 through 12 dates back to 19th-century case studies of seemingly intelligent children who were unable to learn to read. Physicians, psychologists, educators, and others were determined to help them. In the process, they launched a century of research on a wide variety of approaches to reading intervention. As shown in this systematic narrative review, much has changed over time in the conceptualization of reading interventions and the methods used to determine their efficacy in improving outcomes for struggling readers. Building on the knowledge gathered over the past 100 years, researchers and practitioners are well-poised to continue to make progress in developing and testing reading interventions over the next 100 years.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH); Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: P50HD052117; R305F100013