Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3 |
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| Authors: | Email author" target="_blank">Jeanne?WanzekEmail author Sharon?Vaughn Nancy?Scammacca Brandy?Gatlin Melodee?A?Walker Philip?Capin |
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| Institution: | 1.Department of Special Education,Vanderbilt University,Nashville,USA;2.The Meadows Center for Preventing Educational Risk,The University of Texas at Austin,Austin,USA;3.Florida Center for Reading Research and School of Teacher Education,Florida State University,Tallahassee,USA |
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| Abstract: | This meta-analysis extends previous work on extensive Tier 3 type reading interventions (Wanzek and Vaughn School Psychology Review, 36, 541–561, 2007; Wanzek et al. Review of Educational Research, 83, 163–195, 2013) to Tier 2 type interventions by examining a non-overlapping set of studies addressing the effects of less extensive reading interventions for students with or at risk for reading difficulties in Grades K-3. We examined the overall effects of these interventions on students’ foundational skills, language, and comprehension as well as the intervention features that may be associated with improved outcomes. We conducted four meta-analyses on 72 studies to examine effects on (1) standardized foundational skill measures (mean ES?=?0.54), (2) not-standardized foundational skill measures (mean ES?=?0.62), (3) standardized language/comprehension measures (mean ES?=?0.36), and (4) not-standardized language/comprehension measures (mean ES?=?1.02). There were no differences in effects related to intervention type, instructional group size, grade level, intervention implementer, or the number of intervention hours. |
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