Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3.
This meta-analysis extends previous work on extensive Tier 3 type reading interventions (Wanzek & Vaughn, 2007; Wanzek et al., 2013) to Tier 2 type interventions by examining a non-overlapping set of studies addressing the effects of less extensive reading interventions for students with or at risk for reading difficulties in Grades K-3. We examined the overall effects of these interventions on students' foundational skills, language, and comprehension as well as the intervention features that may be associated with improved outcomes. We conducted four meta-analyses on 72 studies to examine effects on (1) standardized foundational skill measures (mean ES = 0.54), (2) not-standardized foundational skill measures (mean ES = 0.62), (3) standardized language/comprehension measures (mean ES = 0.36), and (4) not-standardized language/comprehension measures (mean ES = 1.02). There were no differences in effects related to intervention type, instructional group size, grade level, intervention implementer, or the number of intervention hours.
Vanderbilt University.
Jeanne
J
Wanzek
The University of Texas at Austin.
Sharon
S
Vaughn
The University of Texas at Austin.
Nancy
N
Scammacca
Florida State University.
Brandy
B
Gatlin
The University of Texas at Austin.
Melodee A
MA
Walker
The University of Texas at Austin.
Philip
P
Capin
RTI; reading intervention; response to intervention; tier 2