The Relationship Between Study Quality and the Effects of Supplemental Reading Interventions: A Meta-Analysis.

ABSTRACT: Empirical studies investigating supplemental reading interventions for students with or at-risk for reading disabilities in the early elementary grades have demonstrated a range of effect sizes. Identifying the findings from high quality research can provide greater certainty of findings related to the effectiveness of supplemental reading interventions. This meta-analysis investigated how four variables of study quality (study design, statistical treatment, Type I error, and fidelity of implementation) were related to effect sizes from standardized measures of foundational reading skills and language/comprehension. The results from 88 studies indicated that year of publication was a significant predictor of effect sizes for both standardized measures of foundational reading skills and lan

SUBMITTER: Austin CR 

PROVIDER: S-EPMC6777867 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature