Reading interventions for struggling readers in the upper elementary grades: a synthesis of 20 years of research
A synthesis of the extant research on reading interventions for students with reading difficulties and disabilities in fourth and fifth grade (ages 9–11) is presented. Thirteen studies with treatment/comparison study designs and eleven single group or single subject studies were located and synthesi...
Gespeichert in:
Veröffentlicht in: | Reading & writing 2010, Vol.23 (8), p.889-912 |
---|---|
Hauptverfasser: | , , , |
Format: | Artikel |
Sprache: | eng |
Schlagworte: | |
Online-Zugang: | Volltext |
Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
Zusammenfassung: | A synthesis of the extant research on reading interventions for students with reading difficulties and disabilities in fourth and fifth grade (ages 9–11) is presented. Thirteen studies with treatment/comparison study designs and eleven single group or single subject studies were located and synthesized. Findings from the 24 studies revealed high effects for comprehension interventions on researcher-developed comprehension measures. Word recognition interventions yielded small to moderate effects on a range of reading outcomes. Few studies were located implementing vocabulary and multi-component interventions. |
---|---|
ISSN: | 0922-4777 1573-0905 |
DOI: | 10.1007/s11145-009-9179-5 |