In this study, we conducted a review of reading intervention research (1988–2019) for upper elementary struggling readers and examined intervention area (e.g., foundational, comprehension, or multicomponent) and intensity (e.g., hours of intervention, group size, and individualization) as possible moderators of effects. We located 33 studies containing 49 treatment-comparison contrasts, found small effects for foundational reading skills (g = 0.22) and comprehension (g = 0.21), and decreased effects when considering standardized measures only. For intervention area, only multicomponent interventions predicted significant effects for both comprehension and foundational outcomes. For intensity, we did not find systematic evidence that longer or individualized interventions were associated with larger effects. However, interventions implemented in very small groups predicted larger comprehension outcomes. Overall, more research examining the quality of school provided reading instruction and how the severity of reading difficulties may impact effects of more intensive interventions is needed.

在这项研究中，我们回顾了针对高年级困难读者的阅读干预研究（1988-2019），并检查了干预领域（例如，基础、理解或多成分）和强度（例如，干预时间、小组规模和个性化） ) 作为效果的可能调节者。我们找到了包含 49 个治疗对比对比的 33 项研究，发现对基础阅读技能 ( g  = 0.22) 和理解 ( g = 0.21），并且仅考虑标准化措施时效果会降低。对于干预领域，只有多成分干预预测了对理解和基础结果的显着影响。对于强度，我们没有发现系统证据表明更长或个体化的干预与更大的效果相关。然而，在非常小的群体中实施的干预预测了更大的理解结果。总体而言，需要更多的研究来检验学校提供的阅读指导的质量以及阅读困难的严重程度如何影响更密集干预的效果。