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

Wanzek, Jeanne; Scammacca, Nancy; Gatlin, Brandy; Walker, Melodee A.; Vaughn, Sharon

doi:10.1007/s10648-015-9321-7

Cited by 147 publications

(189 citation statements)

References 99 publications

Supporting

Mentioning

162

Contrasting

Unclassified

Order By: Relevance

“…2016) and extensive (100 or more sessions; Wanzek and Vaughn 2007) reading interventions on reading outcomes and updated the searches conducted for these syntheses to include more recent reading intervention studies. For less extensive reading intervention studies, we analyzed the corpus of studies from the synthesis of treatment effects conducted by Wanzek et al, (2016), which identified articles published from 1995 to 2013. To update this synthesis, we replicated the search and screening process for studies published in 2014 and 2015.…”

Section: Methodsmentioning

confidence: 99%

“…To maximize the number of potentially pertinent articles identified, Wanzek and colleagues conducted a database search using key population and reading search terms and roots (see Wanzek et al 2016 for details). Additionally, the authors conducted a hand search of the last 2 years of ten journals that frequently publish reading intervention studies to confirm the most recent published research was captured.…”

Section: Methodsmentioning

confidence: 99%

“…The inclusion criteria for the syntheses of the effects of more extensive (Wanzek & Vaughn 2007) and less extensive (Wanzek et al 2016) reading interventions were identical except the less extensive synthesis included reading interventions with 15–99 sessions, whereas the extensive reading intervention synthesis contained interventions with 100 or more instructional sessions.…”

Section: Methodsmentioning

confidence: 99%

“…Wanzek et al (2016) identified 128 less extensive reading intervention studies published from 1995 to 2013 for their syntheses of effects. Our search yielded 12 additional articles published in 2014– 2015.…”

Section: Methodsmentioning

confidence: 99%

“…We identified reading intervention studies in the primary grades because this area of research is well-developed—more early reading intervention research has been conducted and more is known about the effects of these interventions than of interventions for students in later grades (Scammacca et al 2007). We capitalized on the search results of previous syntheses examining the effects of reading interventions for students in the early grades by Wanzek and Vaughn (2007) and Wanzek et al (2016) to identify many of the articles for this synthesis. Reviewing studies published over the previous 20 years aligns with What Works Clearinghouse (2014) procedures and provides an extensive, yet contemporary, set of reading intervention studies ( k = 175) for examining treatment fidelity.…”

Section: Purposementioning

confidence: 99%

See 4 more Smart Citations

Examining How Treatment Fidelity Is Supported, Measured, and Reported in K–3 Reading Intervention Research

2017

Self Cite

View full text Add to dashboard Cite

Treatment fidelity data (descriptive and statistical) are critical to interpreting and generalizing outcomes of intervention research. Despite recommendations for treatment fidelity reporting from funding agencies and researchers, past syntheses have found treatment fidelity is frequently unreported (e.g., Swanson, The Journal of Special Education, 47, 3–13, 2011) in educational interventions and fidelity data are seldom used to analyze its relation to student outcomes (O’Donnell, Review of Educational Research, 78(1), 33–84, 2008). The purpose of this synthesis was to examine how treatment fidelity is supported, measured, and reported in reading intervention studies conducted with students at risk or with reading difficulties in grades K–3 from 1995 through 2015. All studies (k = 175) were coded to extract and classify information related to (a) the characteristics of the intervention study (e.g., publication year, research design); (b) treatment implementer training and support; (c) treatment fidelity data collection procedures, dimensions (i.e., adherence, quality, receipt, dosage, and differentiation), and levels of treatment fidelity data; and (d) the use of fidelity scores in the analysis of treatment effects. Results indicated that less than half (47%) of the reading intervention studies synthesized reported treatment fidelity data (numeric or narrative). Exploratory analyses showed that several study features were associated with the prevalence of fidelity reporting. Studies reporting treatment fidelity largely measured treatment adherence, and scores were, on average, high. Other dimensions of treatment fidelity (e.g., treatment differentiation), and analyses relating fidelity data to outcomes, were consistently absent from the corpus of reading intervention studies reviewed. Recommendations for enhancing how treatment fidelity data in intervention studies are collected and reported are presented.

show abstract

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Purposementioning

confidence: 99%

See 3 more Smart Citations

Examining How Treatment Fidelity Is Supported, Measured, and Reported in K–3 Reading Intervention Research

2017

Self Cite

View full text Add to dashboard Cite

show abstract

Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review

Dietrichson

Filges

Seerup

et al. 2021

Campbell Systematic Reviews

View full text Add to dashboard Cite

Background: Low levels of numeracy and literacy skills are associated with a range of negative outcomes later in life, such as reduced earnings and health. Obtaining information about effective interventions for children with or at risk of academic difficulties is therefore important.Objectives: The main objective was to assess the effectiveness of interventions targeting students with or at risk of academic difficulties in kindergarten to Grade 6.Search Methods: We searched electronic databases from 1980 to July 2018. We searched multiple international electronic databases (in total 15), seven national repositories, and performed a search of the grey literature using governmental sites, academic clearinghouses and repositories for reports and working papers, and trial registries (10 sources). We hand searched recent volumes of six journals and contacted international experts. Lastly, we used included studies and 23 previously published reviews for citation tracking.Selection Criteria: Studies had to meet the following criteria to be included:• Population: The population eligible for the review included students attending regular schools in kindergarten to Grade 6, who were having academic difficulties, or were at risk of such difficulties.• Intervention: We included interventions that sought to improve academic skills, were conducted in schools during the regular school year, and were targeted (selected or indicated).• Comparison: Included studies used an intervention-control group design or a comparison group design. We included randomised controlled trials (RCT); quasirandomised controlled trials (QRCT); and quasi-experimental studies (QES).• Outcomes: Included studies used standardised tests in reading or mathematics.

show abstract

Paraprofessionals' use of classroom management in a small‐group intervention

Mesa

Phillips

Lonigan

2023

Psychology in the Schools

View full text Add to dashboard Cite

Although previous research suggests the use of classroom management strategies can support student engagement and learning, gaps in the literature still exist including the frequency of classroom management strategies in small‐group instruction. The purpose of this descriptive study was to measure the frequency of paraprofessionals' (n = 94) classroom management strategies within the context of a small‐group intervention for kindergarteners at‐risk of reading difficulties. This study contributes to the field by finding that trends described in previous studies continue to be demonstrated in this targeted instructional setting, in particular, regarding the infrequent use of praise with students at‐risk of academic failure. The results of paired‐sample sign tests suggest that when providing corrective feedback, paraprofessionals were more likely to specifically label the behavior being reprimanded. However, paraprofessionals infrequently labeled the specific behavior being reinforced when praising students.

show abstract

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

Cited by 147 publications

References 99 publications

Examining How Treatment Fidelity Is Supported, Measured, and Reported in K–3 Reading Intervention Research

Examining How Treatment Fidelity Is Supported, Measured, and Reported in K–3 Reading Intervention Research

Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review

Paraprofessionals' use of classroom management in a small‐group intervention

Contact Info

Product

Resources

About