title: A Synthesis of Reading Interventions and Effects on Reading Comprehension Outcomes for Older Struggling Readers.
abstract: This article reports a synthesis of intervention studies conducted between 1994 and 2004 with older students (Grades 6-12) with reading difficulties. Interventions addressing decoding, fluency, vocabulary, and comprehension were included if they measured the effects on reading comprehension. Twenty-nine studies were located and synthesized. Thirteen studies met criteria for a meta-analysis, yielding an effect size (ES) of 0.89 for the weighted average of the difference in comprehension outcomes between treatment and comparison students. Word-level interventions were associated with ES = 0.34 in comprehension outcomes between treatment and comparison students. Implications for comprehension instruction for older struggling readers are described.
authors.affiliation: University of Texas at Austin.
authors.forename: Meaghan S
authors.initials: MS
authors.lastname: Edmonds
authors.forename: Sharon
authors.initials: S
authors.lastname: Vaughn
authors.forename: Jade
authors.initials: J
authors.lastname: Wexler
authors.forename: Colleen
authors.initials: C
authors.lastname: Reutebuch
authors.forename: Amory
authors.initials: A
authors.lastname: Cable
authors.forename: Kathryn Klingler
authors.initials: KK
authors.lastname: Tackett
authors.forename: Jennifer Wick
authors.initials: JW
authors.lastname: Schnakenberg