Reading interventions for struggling readers in the upper elementary grades: a synthesis of 20 years of research

A synthesis of the extant research on reading interventions for students with reading difficulties and disabilities in fourth and fifth grade (ages 9–11) is presented. Thirteen studies with treatment/comparison study designs and eleven single group or single subject studies were located and synthesi...

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Bibliographic Details
Published in:Reading & writing 2010, Vol.23 (8), p.889-912
Main Authors: Wanzek, Jeanne, Wexler, Jade, Vaughn, Sharon, Ciullo, Stephen
Format: Article
Language:English
Subjects:
Comprehension
Education
Elementary education
Elementary School Students
Grade 4
Grade 5
Instructional Effectiveness
Intervention
Language and Literature
Learning Disabilities
Linguistics
Literacy
Literature Reviews
Neurology
Outcomes of Education
Psycholinguistics
Reading Comprehension
Reading Difficulties
Reading Instruction
Reading Research
Reading Skills
Research Reports
Secondary Education
Secondary school students
Social Sciences
Synthesis
Teaching Methods
Vocabulary Development
Word Recognition
Word Study Skills
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Summary:A synthesis of the extant research on reading interventions for students with reading difficulties and disabilities in fourth and fifth grade (ages 9–11) is presented. Thirteen studies with treatment/comparison study designs and eleven single group or single subject studies were located and synthesized. Findings from the 24 studies revealed high effects for comprehension interventions on researcher-developed comprehension measures. Word recognition interventions yielded small to moderate effects on a range of reading outcomes. Few studies were located implementing vocabulary and multi-component interventions.
ISSN:0922-4777
1573-0905
DOI:10.1007/s11145-009-9179-5