Meta-Analysis of the Impact of Reading Interventions for Students in the Primary Grades

Gersten, Russell; Haymond, Kelly; Newman-Gonchar, Rebecca; Dimino, Joseph; Jayanthi, Madhavi

doi:10.1080/19345747.2019.1689591

Cited by 106 publications

(193 citation statements)

References 57 publications

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“…The results from the systematic reviews and meta-analyses of well-designed studies show that alphabetic skills, word reading, and spelling are proven intervention targets for students who struggle to learn to read (Gersten, Newman-Gonchar, Haymond, & Dimino, 2017; Wanzek et al, 2018). These are malleable, foundational skills that are necessary but not sufficient for reading success.…”

Section: Mechanisms For Persistencementioning

confidence: 99%

Persistence and Fade-Out of Educational-Intervention Effects: Mechanisms and Potential Solutions

Bailey

Duncan

Cunha

et al. 2020

Psychol Sci Public Interest

162

120

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Some environmental influences, including intentional interventions, have shown persistent effects on psychological characteristics and other socially important outcomes years and even decades later. At the same time, it is common to find that the effects of life events or interventions diminish and even disappear completely, a phenomenon known as fade-out. We review the evidence for persistence and fade-out, drawing primarily on evidence from educational interventions. We conclude that (a) fade-out is widespread and often coexists with persistence; (b) fade-out is a substantive phenomenon, not merely a measurement artifact; and (c) persistence depends on the types of skills targeted, the institutional constraints and opportunities within the social context, and complementarities between interventions and subsequent environmental affordances. We discuss the implications of these conclusions for research and policy.

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Section: Mechanisms For Persistencementioning

confidence: 99%

Persistence and Fade-Out of Educational-Intervention Effects: Mechanisms and Potential Solutions

Bailey

Duncan

Cunha

et al. 2020

Psychol Sci Public Interest

162

120

View full text Add to dashboard Cite

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“…In a subsequent review of reading programs for at-risk first graders, Gersten, Newman-Gonchar, Haymond, and Dimino (2017) found seven additional studies that included a comprehension component. The comprehension component in these studies consisted of learning discrete comprehension skills, reading connected text, and answering questions.…”

Section: Comprehension Instruction In the Early Gradesmentioning

confidence: 99%

Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less From a Reading Comprehension Program: A Step Toward Aptitude-by-Treatment Interaction

Fuchs

Kearns

Elleman

et al. 2018

Exceptional Children

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Because of the importance of teaching reading comprehension to struggling young readers and the infrequency with which it has been implemented and evaluated, we designed a comprehensive first-grade reading comprehension program. We conducted a component analysis of the program’s decoding/fluency (DF) and reading comprehension (COMP) dimensions, creating DF and DF+COMP treatments to parse the value of COMP. Students (N = 125) were randomly assigned to the 2 active treatments and controls. Treatment children were tutored 3 times per week for 21 weeks in 45-min sessions. Children in DF and DF+COMP together performed more strongly than controls on word reading and comprehension. However, pretreatment word reading appeared to moderate these results such that children with weaker beginning word reading across the treatments outperformed similarly low-performing controls to a significantly greater extent than treatment children with stronger beginning word reading outperformed comparable controls. DF+COMP children did not perform better than DF children. Study limitations and implications for research and practice are discussed.

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“…Collaborators on the outcome study (Gersten, Jayanthi, & Dimino, 2017) offer some explanations from observations of implementation that likely influenced the findings, including the fact that 60% of classrooms reported that students missed some of their reading instruction, Tier 2 reading interventions supplanted rather than supplemented Tier 1 instruction for over half of the students, and too many first-grade students received intervention (41% compared with 20% recommendation by experts). A different analysis by Gersten, Newman-Gonchar, Haymond, and Dimino (2017) documented that high-quality Tier 2 reading interventions delivered with fidelity significantly improved word reading, fluency, and comprehension for Grades 1 to 3. The authors concluded that “high fidelity of implementation” is needed for RTI to work.…”

Section: Research-to-practice Gapmentioning

confidence: 99%

A Snapshot of RTI Implementation a Decade Later: New Picture, Same Story

et al. 2020

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Response to intervention (RTI) has evolved from its first decade of implementation. Because states guide and regulate policy and practice at the state and local education agency levels, it is important to understand their critical role in RTI implementation. A systematic review of all 50 state education agency websites was conducted to provide an updated “snapshot” of states’ interpretation of RTI a decade after IDEA regulations were finalized. Findings revealed substantive progress towards developing approaches to systematic supports to students, with a major trend in adoption of multi-tiered system of support (MTSS) models. Findings also documented continued variation in how states are communicating about tiered systems on such matters as the roles of tiered systems in schoolwide prevention frameworks, meeting special education requirements, and aligning multiple systems within schools. Implications for special education services for students with learning disabilities are discussed.

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Meta-Analysis of the Impact of Reading Interventions for Students in the Primary Grades

Cited by 106 publications

References 57 publications

Persistence and Fade-Out of Educational-Intervention Effects: Mechanisms and Potential Solutions

Persistence and Fade-Out of Educational-Intervention Effects: Mechanisms and Potential Solutions

Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less From a Reading Comprehension Program: A Step Toward Aptitude-by-Treatment Interaction

A Snapshot of RTI Implementation a Decade Later: New Picture, Same Story

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