This meta-analysis examined the effects on reading comprehension of foundational reading skills and multicomponent reading interventions provided to students with or at risk for reading difficulties or disabilities (students with RDs) in kindergarten through Grade 3. The meta-analysis included studies identified by Wanzek et al. (2016) and Wanzek et al. (2018), with an updated search through August of 2019, for a total of 47 included studies (m = 112; total student N = 7446). The weighted average effect on norm-referenced reading comprehension outcomes was estimated as g = 0.37, indicating that primary-grade interventions have an educationally meaningful effect on reading comprehension for students with RDs. Effects did not differ for interventions focused only on foundational reading skills and those that provided both foundational skills and comprehension instruction. Effects were significantly moderated by the measurement timepoint, with follow-up effect sizes being, on average, 0.16 smaller than immediate posttest effect sizes.

该荟萃分析检查了幼儿园至三年级有阅读困难或阅读障碍或有阅读困难或残疾风险的学生（有阅读障碍的学生）的基础阅读技能和多元阅读干预对阅读理解的影响。荟萃分析包括 Wanzek 确定的研究等。(2016) 和 Wanzek 等人。(2018)，更新搜索到 2019 年 8 月，共纳入 47 项研究（m  = 112；学生总数N  = 7446）。对常模参照阅读理解结果的加权平均效应估计为g = 0.37，表明小学阶段的干预对 RD 学生的阅读理解具有教育意义。对于仅关注基础阅读技能的干预措施和提供基础技能和理解指导的干预措施，效果没有差异。测量时间点显着调节了效果，后续效果大小平均比即时后测试效果小 0.16。