A majority of reading-related intervention studies aiming to remediate struggling readers' reading outcomes assess student performance immediately following the conclusion of an intervention to determine intervention effects. Few studies collect follow-up data to measure the long-term sustainability of treatment effects. Hence, the aim of the current synthesis was to examine follow-up intervention effects of reading interventions involving adolescent struggling readers in Grades 6 to 12. Our literature search yielded only 10 studies that reported follow-up data for intervention participants, which highlights the dearth of intervention research that examines sustainability of intervention effects. Of the 10 included studies, the weighted mean effect size for all reading outcome measures was gw = 0.78 at immediate posttest and gw = 0.27 at follow-up, in favor of treatment group students. Although the magnitude of difference between treatment and control groups diminished at follow-up time, a comparison of treatment group students' immediate posttest and follow-up scores showed that students mostly maintained gains made during intervention at follow-up time points.

中文翻译：

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对挣扎中的青少年读者的补救阅读干预效果的可持续性综合

大多数与阅读相关的干预研究旨在纠正陷入困境的读者的阅读结果，在干预结束后立即评估学生的表现，以确定干预效果。很少有研究收集随访数据来衡量治疗效果的长期可持续性。因此，当前综合的目的是检查涉及 6 至 12 年级青少年挣扎读者的阅读干预的后续干预效果。我们的文献搜索只产生了 10 项报告干预参与者后续数据的研究，这突出了缺乏的干预研究，检查干预效果的可持续性。在纳入的 10 项研究中，所有阅读结果测量的加权平均效应大小在立即后测时为 gw = 0.78，gw = 0。27 在后续，有利于治疗组学生。尽管治疗组和对照组之间的差异在随访时有所减少，但治疗组学生的即时后测和随访分数的比较表明，学生在随访时间点大多保持了干预期间取得的进步。