Abstract

This meta-analysis systematically reviewed the most up-to-date literature to determine the effectiveness of reading interventions on measures of word and pseudoword reading, reading comprehension, and passage fluency, and to determine the role intervention and study variables play in moderating the impacts for students at risk for reading difficulties in Grades 1–3. We used random-effects meta-regression models with robust variance estimates to summarize overall effects and to explore potential moderator effects. Results from a total of 33 rigorous experimental and quasi-experimental studies conducted between 2002 and 2017 that met WWC evidence standards revealed a significant positive effect for reading interventions on reading outcomes, with a mean effect size of 0.39 (SE = .04, p < .001, 95% CI [0.32, 0.46]). Moderator analyses demonstrated that mean effects varied across outcome domains and areas of instruction.

摘要

这项荟萃分析系统地回顾了最新文献，以确定阅读干预对单词和伪单词阅读，阅读理解和段落流利程度的有效性，并确定干预和研究变量在减轻影响方面的作用适用于1-3年级有阅读困难风险的学生。我们使用具有鲁棒方差估计值的随机效应元回归模型来总结总体效应并探索潜在的调节者效应。2002年至2017年间进行的总共33项严格的实验和准实验研究结果均达到WWC证据标准，显示阅读干预对阅读结果具有显着积极影响，平均影响大小为0.39（SE = .04，p<.001，95％CI [0.32，0.46]。主持人的分析表明，平均效果在结果域和教学领域之间有所不同。