Effective programs for struggling readers: A best-evidence synthesis

Slavin, Robert E.; Lake, Cynthia; Davis, Susan; Madden, Nancy A.

doi:10.1016/j.edurev.2010.07.002

Cited by 235 publications

(250 citation statements)

References 58 publications

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“…There is therefore no evidence from RCTs to show the possible effectiveness of tutor led one-to-one instruction in this essential component of reading at secondary school level. This is in contrast to a review of evidence from primary schools which highlights the effectiveness of one-to-one tutor delivered phonics based support for struggling readers (Slavin, et al, 2009). …”

Section: Discussionmentioning

confidence: 90%

A systematic review of reading interventions for secondary school students

Paul

Clarke

2016

International Journal of Educational Research

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A systematic review of interventions designed to improve the reading skills of secondary school students summarized the evidence base regarding effectiveness. Studies conducted between 1999 and 2014 which used a randomised controlled design were included. Eight studies were categorised according to whether they targeted multiple component reading skills or reading comprehension skills only. Regarding the former, three of the four studies employed computer-aided instruction; the evidence base suggests that this method is not effective. In studies targeting reading comprehension skills only, the evidence indicates low effect sizes on reading comprehension outcomes when measured using standardised tests.Tutor led one-to one support in word recognition or decoding using an RCT design, and interventions which directly target student's language comprehension, are needed.

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Section: Discussionmentioning

confidence: 90%

A systematic review of reading interventions for secondary school students

Paul

Clarke

2016

International Journal of Educational Research

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“…Furthermore, an earlier meta-analysis by Slavin, Lake, Davis, and Madden (2011) did not show any results.…”

Section: ------------------------------------------------------------mentioning

confidence: 89%

New evidence on the effect of computerized individualized practice and instruction on language skills

Ghysels

Haelermans

2018

Computer Assisted Learning

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This paper provides new evidence on the effect of computerized individualized practice and instruction on language skills, more specifically on spelling. An individually randomized experiment among 7th grade students in the Netherlands is developed to study the effect of an adaptive digital homework tool on spelling performance. Using an instrumental variable approach to control for actual use of the digital tool, we show that there are small positive effects of practicing with an adaptive digital tool for spelling for 7th grade students. Effects are largest for low-performing students. Potocki, Ecalle, and Magnan (2013) also did not find any significant results when using a randomized controlled trial to study the effects of a computer-assisted comprehension training. Interestingly, the only ---------------------------------------------------This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

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“…aprendizaje que tienen lugar en el grupo-clase ordinario (Borman et al, 2007;Correnti, 2009). Asimismo, la efectividad de la intervención se incrementa a medida que aumenta el tiempo y la frecuencia de realización de las tutorías, y cuando son encargadas a profesorado cualificado o a personal bien formado y asesorado (Slavin, Lake, Davis, & Madden, 2011;Ehri, Dreyer, Flugman, & Gross, 2007).…”

Section: Aprendizaje Cooperativounclassified

La Perspectiva «qué Funciona» en Educación: Algunas Aplicaciones

Canosa¹

2014

Revista De Evaluación De Programas Y Políticas Públicas

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Effective programs for struggling readers: A best-evidence synthesis

Cited by 235 publications

References 58 publications

A systematic review of reading interventions for secondary school students

A systematic review of reading interventions for secondary school students

New evidence on the effect of computerized individualized practice and instruction on language skills

La Perspectiva «qué Funciona» en Educación: Algunas Aplicaciones

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