A meta-analysis of the effects of foundational skills and multicomponent reading interventions on reading comprehension for primary-grade students

2021 ◽  
pp. 102062
Author(s):  
Carolyn A. Denton ◽  
Colby Hall ◽  
Eunsoo Cho ◽  
Grace Cannon ◽  
Nancy Scammacca ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Interventions ◽  
Meta Analysis ◽  
Primary Grade ◽  
Foundational Skills ◽  
Primary Grade Students

A Meta-Analysis of Self-Regulated Strategy Development Reading Interventions to Improve the Reading Comprehension of Students With Disabilities

2019 ◽  
Vol 35 (4) ◽  
pp. 339-353 ◽  
Author(s):  
Sara Sanders ◽  
Mickey Losinski ◽  
Robin Parks Ennis ◽  
Warren White ◽  
Jim Teagarden ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Students With Disabilities ◽  
Reading Interventions ◽  
Meta Analysis ◽  
Strategy Development

PSYCHO- LINGUODIDACTIC PROBLEMS OF TEACHING LITERARY UKRAINIAN TO PRIMARY GRADE STUDENTS IN TERMS OF DIALECTAL ENVIRONMENT

2017 ◽  
Vol 14 (2) ◽  
pp. 38-43
Author(s):  
M. Lavrenova
Keyword(s):  
Primary School ◽  
Mutual Influence ◽  
Native Language ◽  
Language Skills ◽  
Primary Grade ◽  
Literary Language ◽  
Early School ◽  
Primary School Pupils ◽  
Primary Pupils ◽  
Primary Grade Students

The article is devoted to the problem of formation orthoepic Ukrainian literary language skills of primary school pupils living in the conditions of dialectal environment. It was determined that the successful training of Ukrainian literary language to a large extent depends on the mutual influence of languages used by children in the early school. Psycholinguistic bases of forming cultural speech of primary pupils are analysed. The effectiveness of pedagogical conditions of formation primary pupils’ speech culture in the native language lessons was theoretically proved.

What Does Science Say About Orton-Gillingham Interventions? An Explanation and Commentary on the Stevens et al. (2021) Meta-Analysis

2021 ◽  
Author(s):  
Emily Solari ◽  
Yaacov Petscher ◽  
Colby Hall
Keyword(s):  
Word Reading ◽  
Reading Interventions ◽  
Meta Analysis ◽  
Reading Difficulties ◽  
Health Sciences ◽  
Future Research ◽  
Exceptional Children ◽  
Reading Research ◽  
Education Science ◽  
Clear Description

A recent meta-analysis published in Exceptional Children (Stevens et al., 2021) looked at the effects of Orton-Gillingham (OG) reading interventions on reading outcomes for students who have word reading difficulties. The results of the study have led to questions and lively conversation among practitioners and reading researchers. One of the things that is important about science is that it is constantly evolving: this is true in education science as much as it is in the health sciences. Because this journal is committed to translating empirical findings from reading research in order to make education science accessible to practitioners, the intent of this commentary is to provide a clear description of the findings reported in this recent meta-analysis, addressing the degree to which they align with those reported in similar reviews of OG interventions. We discuss the degree to which the findings represent an evolution of reading science and their implications for instructional practice, policy, and future research.

scholarly journals The Relationship Between Study Quality and the Effects of Supplemental Reading Interventions: A Meta-Analysis

2018 ◽  
Vol 85 (3) ◽  
pp. 347-366
Author(s):  
Christy R. Austin ◽  
Jeanne Wanzek ◽  
Nancy K. Scammacca ◽  
Sharon Vaughn ◽  
Samantha A. Gesel ◽  
...  
Keyword(s):  
Reading Skills ◽  
Reading Interventions ◽  
Meta Analysis ◽  
Statistical Treatment ◽  
Effect Sizes ◽  
Type I ◽  
Supplemental Reading ◽  
Study Quality ◽  
Standardized Measures ◽  
Treatment Type

Empirical studies investigating supplemental reading interventions for students with or at risk for reading disabilities in the early elementary grades have demonstrated a range of effect sizes. Identifying the findings from high-quality research can provide greater certainty of findings related to the effectiveness of supplemental reading interventions. This meta-analysis investigated how four variables of study quality (study design, statistical treatment, Type I error, and fidelity of implementation) were related to effect sizes from standardized measures of foundational reading skills and language and comprehension. The results from 88 studies indicated that year of publication was a significant predictor of effect sizes for both standardized measures of foundational reading skills and language and comprehension, with more recent studies demonstrating smaller effect sizes. Results also demonstrated that with the exception of research design predicting effect sizes on foundational reading skills measures, study quality was not related to the effects of supplemental reading interventions. Implications for research and practice are discussed.

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