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Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3.

Title: Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3.
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Name(s): Wanzek, Jeanne, author
Vaughn, Sharon, author
Scammacca, Nancy, author
Gatlin, Brandy, author
Walker, Melodee A, author
Capin, Philip, author
Type of Resource: text
Genre: Journal Article
Text
Date Issued: 2016-09-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: This meta-analysis extends previous work on extensive Tier 3 type reading interventions (Wanzek & Vaughn, 2007; Wanzek et al., 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.
Identifier: FSU_pmch_27594774 (IID), 10.1007/s10648-015-9321-7 (DOI), PMC5007082 (PMCID), 27594774 (RID), 27594774 (EID)
Keywords: RTI, Reading intervention, Response to intervention, Tier 2
Grant Number: P50 HD052117
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5007082.
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_27594774
Host Institution: FSU
Is Part Of: Educational psychology review.
1040-726X
Issue: iss. 3, vol. 28

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Wanzek, J., Vaughn, S., Scammacca, N., Gatlin, B., Walker, M. A., & Capin, P. (2016). Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3. Educational Psychology Review. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_27594774