Evidence‐based support provided to struggling readers in later primary years in the UK: A scoping review

Abstract

BackgroundIn the last two decades, a number of empirical studies investigated the impact of UK‐based interventions for struggling readers in later primary years (called Key Stage 2 or KS2 in the UK). However, to date, there are no reviews that look at the extent and nature of the existing UK‐based literature. This scoping review explores the extent of the available literature focusing on struggling readers in KS2 and aims to summarise the findings of available research.MethodsA scoping review methodology was used, and six databases were searched from 2000 to 2022. The initial search yielded 1236 studies, of which 24 met the eligibility criteria and were included in this review.ResultsMost of the included studies (21 out of 24) demonstrated positive outcomes, and the support provided led to improvement in the reading skills of struggling readers in KS2. The available intervention programmes included a wide range of intensity, varied group sizes and targeted different reading skills. There is currently insufficient evidence to suggest the relative efficacy of one intervention over another.ConclusionsThe review confirmed the need for more robust research in this area and highlighted the importance of learning lessons from the international evidence base.