Effects of Instructional Intervention Programs on Reading Skills of Students with Reading Difficulties

Year 2024, Volume: 11 Issue: 5, 146 - 168, 12.09.2024

Tunahan Filiz , Mustafa Demir , Metin Kaya

https://doi.org/10.17275/per.24.68.11.5

Abstract

Evaluating the impacts of instructional intervention programs on students with reading difficulties is important for setting guidelines to teachers, researchers, and policy-makers. The aim of this research is to examine how these interventions initiatives impact the reading abilities of students diagnosed with reading difficulties (RD). 38 impact sizes obtained from 17 meta-analysis studies are analysed with second order meta-analysis method. These studies included are carried out between 1999 and 2023, and focus on the effects of instructional intervention programs on the reading abilities of individuals who experience difficulties in reading. Finally, in the analysis, it is decided that the impact of instructional intervention programmes on students with RD is mid-range (g= .50). Also, instructional intervention programs caused important differences according to the type of intervention, quality level, and the year of publication on the reading abilities of individuals with RD. It is determined that comprehension strategy instruction (CSI) intervention programs are more efficient than foundational reading skills instruction (FRSI) and multicomponent instruction (MI) intervention programs. It is necessary to make more experimental studies to determine if instructional interventions cause meaningful differences in terms of the characteristics of participant students. It can also be beneficial to carry out primary meta-analysis studies that test the impact of instructional interventions on the reading abilities of individuals with RD who are determined with standardized tests.

Keywords

Reading difficulties, reading instruction program, reading skills, secondary meta-analysis

References

• Al Otaiba, S., McMaster, K., Wanzek, J., & Zaru, M. W. (2022). What We Know and Need to Know about Literacy Interventions for Elementary Students with Reading Difficulties and Disabilities, including Dyslexia. Reading Research Quarterly, 58(2), 313-332. https://doi.org/10.1002/rrq.458
• American Psychiatric Association [APA]. (2013). Diagnostic and statical manual of mental disorders: DSM-5. Washington, D.C: American Psychiatric Association.
• Bender, W. N. (2016). Learning disabilities: Characteristics, identification, and teaching strategies (6th ed). Pearson/Allyn and Bacon.
• *Berkeley, S., Scruggs, T. E., & Mastropieri, M. A. (2010). Reading comprehension instruction for students with learning disabilities, 1995-2006: A meta-analysis. Remedial and Special Education, 31(6), 423-436. https://doi.org/10.1177/0741932509355988
• Bernard, R. M., Borokhovski, E., Schmid, R. F., & Tamim, R. M. (2014). An exploration of bias in meta-analysis: The case of technology integration research in higher education. Journal of Computing in Higher Education, 26(3), 183-209. https://doi.org/10.1007/s12528-014-9084-z
• Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2011). Introduction to meta-analysis. West Sussex: John Wiley & Sons.
• M., Higgins, J. P., Hedges, L. V., & Rothstein, H. R. (2017). Basics of meta‐analysis: I2 is not an absolute measure of heterogeneity. Research synthesis methods, 8(1), 5-18. https://doi.org/10.1002/jrsm.1230
• *Buzick, H., & Stone, E. (2014). A Meta-Analysis of Research on the Read Aloud Accommodation. Educational Measurement: Issues and Practice, 33(3), 17-30. https://doi.org/10.1111/emip.12040
• Cirino, P. T., Miciak, J., Gerst, E., Barnes, M. A., Vaughn, S., Child, A., & Huston-Warren, E. (2017). Executive Function, Self-Regulated Learning, and Reading Comprehension: A Training Study. Journal of Learning Disabilities, 50(4), 450-467. https://doi.org/10.1177/0022219415618497
• Cooper, H., & Koenka, A. C. (2012). The overview of reviews: Unique challenges and opportunities when research syntheses are the principal elements of new integrative scholarship. American Psychologist, 67, 446-462. https://doi.org/10.1037/a0027119.
• *Daniel, J., Capin, P., & Steinle, P. (2021). A Synthesis of the Sustainability of Remedial Reading Intervention Effects for Struggling Adolescent Readers. Journal of Learning Disabilities, 54(3), 170-186. https://doi.org/10.1177/0022219420972184
• Denton, C. A., Hall, C., Cho, E., Cannon, G., Scammacca, N., & Wanzek, J. (2022). A meta-analysis of the effects of foundational skills and multicomponent reading interventions on reading comprehension for primary-grade students. Learning and Individual Differences, 93, 102062. https://doi.org/10.1016/j.lindif.2021.102062
• *Donegan, R. E., & Wanzek, J. (2021). Effects of reading interventions implemented for upper elementary struggling readers: A look at recent research. Reading and Writing, 34(8), 1943-1977. https://doi.org/10.1007/s11145-021-10123-y
• Edmonds, M. S., Vaughn, S., Wexler, J., Reutebuch, C., Cable, A., Tackett, K. K., & Schnakenberg, J. W. (2009). A Synthesis of Reading Interventions and Effects on Reading Comprehension Outcomes for Older Struggling Readers. Review of Educational Research, 79(1), 262-300. https://doi.org/10.3102/0034654308325998
• Fletcher, J., Lyon, G. R., Fuchs, L., & Barnes, M. A. (2019). Learning disabilities: From identification to intervention (Second edition). The Guilford Press.
• Flynn, L. J., Zheng, X., & Swanson, H. L. (2012). Instructing struggling older readers: A selective meta-analysis of intervention research. Learning Disabilities Research and Practice, 27(1), 21-32. https://doi.org/10.1111/j.1540-5826.2011.00347.x
• Fuchs, D., Hendricks, E., Walsh, M. E., Fuchs, L. S., Gilbert, J. K., Zhang Tracy, W., Patton, S., Davis-Perkins, N., Kim, W., Elleman, A. M., & Peng, P. (2018). Evaluating a Multidimensional Reading Comprehension Program and Reconsidering the Lowly Reputation of Tests of Near-Transfer: Evaluating A Multidimensional Reading Comprehension Program. Learning Disabilities Research & Practice, 33(1), 11-23. https://doi.org/10.1111/ldrp.12162
• *Galuschka, K., Görgen, R., Kalmar, J., Haberstroh, S., Schmalz, X., & Schulte-Körne, G. (2020). Effectiveness of spelling interventions for learners with dyslexia: A meta-analysis and systematic review. Educational Psychologist, 55(1), 1-20. https://doi.org/10.1080/00461520.2019.1659794
• *Galuschka, K., Ise, E., Krick, K., & Schulte-Körne, G. (2014). Effectiveness of Treatment Approaches for Children and Adolescents with Reading Disabilities: A Meta-Analysis of Randomized Controlled Trials. PLOS ONE, 9(2), e89900. https://doi.org/10.1371/journal.pone.0089900
• Gersten, R., Chard, D. J., Jayanthi, M., Baker, S. K., Morphy, P., & Flojo, J. (2009). Mathematics Instruction for Students with Learning Disabilities: A Meta-Analysis of Instructional Components. Review of Educational Research, 79(3), 1202-1242. https://doi.org/10.3102/0034654309334431
• Gersten, R., Haymond, K., Newman-Gonchar, R., Dimino, J., & Jayanthi, M. (2020). Meta-Analysis of the Impact of Reading Interventions for Students in the Primary Grades. Journal of Research on Educational Effectiveness, 13(2), 401-427. https://doi.org/10.1080/19345747.2019.1689591
• *Goodwin, A. P., & Ahn, S. (2010). A meta-analysis of morphological interventions: Effects on literacy achievement of children with literacy difficulties. Annals of Dyslexia, 60(2), 183-208. https://doi.org/10.1007/s11881-010-0041-x
• *Hall, C., Dahl-Leonard, K., Cho, E., Solari, E. J., Capin, P., Conner, C. L., Henry, A. R., Cook, L., Hayes, L., Vargas, I., Richmond, C. L., & Kehoe, K. F. (2022). Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta-Analysis. Reading Research Quarterly, 58(2), 285-312. https://doi.org/10.1002/rrq.477
• Hutton, J. S., DeWitt, T., Hoffman, L., Horowitz-Kraus, T., & Klass, P. (2021). Development of an Eco-Bio developmental Model of Emergent Literacy Before Kindergarten: A Review. JAMA Pediatrics, 175(7), 730. https://doi.org/10.1001/jamapediatrics.2020.6709
• *Kaldenberg, E. R., Watt, S. J., & Therrien, W. J. (2015). Reading instruction in science for students with learning disabilities: A meta-analysis. Learning Disability Quarterly, 38(3), 160-173. https://doi.org/10.1177/0731948714550204
• Keller, J., Ruthruff, E., & Keller, P. (2019). Mindfulness and Speed Testing for Children With Learning Disabilities: Oil and Water? Reading & Writing Quarterly, 35(2), 154-178. https://doi.org/10.1080/10573569.2018.1524803
• Kung, J., Chiappelli, F., Cajulis, O. O., Avezova, R., Kossan, G., Chew, L., & Maida, C. A. (2010). From systematic reviews to clinical recommendations for evidence-based health care: Validation of revised assessment of multiple systematic reviews (R-AMSTAR) for grading of clinical relevance. The Open Dentistry Journal, 4, 84-91. https://doi.org/10.2174/1874210601004010084.
• Lee, J., & Yoon, S. Y. (2017). The Effects of Repeated Reading on Reading Fluency for Students with Reading Disabilities: A Meta-Analysis. Journal of Learning Disabilities, 50(2), 213-224. https://doi.org/10.1177/0022219415605194
• *Lee, S. M.-K., Cui, Y., & Tong, S. X. (2022). Toward a Model of Statistical Learning and Reading: Evidence from a Meta-Analysis. Review of Educational Research, 92(4), 651-691. https://doi.org/10.3102/00346543211073188
• Lopes, J., Martins, P. S., Oliveira, C., Ferreira, J., Oliveira, J. T., & Crato, N. (2024). From A to Z: Effects of a 2nd-grade reading intervention program for struggling readers. Revista de Psicodidáctica (English ed.), 29(1), 57-68. https://doi.org/10.1016/j.psicod.2023.09.001
• Marfo, P., & Okyere, G. A. (2019). The accuracy of effect-size estimates under normals and contaminated normals in meta-analysis. Heliyon, 5(6), e01838. https://doi.org/10.1016/j.heliyon.2019.e01838
• *Marulis, L. M., & Neuman, S. B. (2013). How Vocabulary Interventions Affect Young Children at Risk: A Meta-Analytic Review. Journal of Research on Educational Effectiveness, 6(3), 223-262. https://doi.org/10.1080/19345747.2012.755591
• Mathur, M. B., & VanderWeele, T. J. (2021). Estimating publication bias in meta‐analyses of peer‐reviewed studies: A meta‐meta‐analysis across disciplines and journal tiers. Research Synthesis Methods, 12(2), 176-191. https://doi.org/10.1002/jrsm.1464.
• Nilvius, C., Carlsson, R., Fälth, L., & Nordström, T. (2021). Tier 2 interventions within the RtI-model for developing students’ word decoding – a systematic review and meta-analysis. Cogent Education, 8(1), 1994105. https://doi.org/10.1080/2331186X.2021.1994105
• Page MJ, McKenzie JE, Bossuyt PM, Boutron I, Hoffmann TC, Mulrow CD, et al. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, n71. https://doi.org/10.1136/bmj.n71
• Peterson, R. L., & Pennington, B. F. (2012). Developmental dyslexia. The Lancet, 379(9830), 1997-2007. https://doi.org/10.1016/S0140-6736(12)60198-6
• Polanin, J. R., Maynard, B. R., & Dell, N. A. (2017). Overviews in education research: A systematic review and analysis. Review of Educational Research, 87(1), 172-203. https://doi.org/10.3102/00346543166311.
• *Rice, M., Erbeli, F., Thompson, C. G., Sallese, M. R., & Fogarty, M. (2022). Phonemic Awareness: A Meta-Analysis for Planning Effective Instruction. Reading Research Quarterly, 57(4), 1259-1289. https://doi.org/10.1002/rrq.473
• *Roberts, G. J., Cho, E., Garwood, J. D., Goble, G. H., Robertson, T., & Hodges, A. (2020). Reading Interventions for Students with Reading and Behavioural Difficulties: A Meta-analysis and Evaluation of Co-occurring Difficulties. Educational Psychology Review, 32(1), 17-47. https://doi.org/10.1007/s10648-019-09485-1
• *Scammacca, N. K., Roberts, G., Vaughn, S., & Stuebing, K. K. (2015). A Meta-Analysis of Interventions for Struggling Readers in Grades 4–12: 1980–2011. Journal of Learning Disabilities, 48(4), 369-390. https://doi.org/10.1177/0022219413504995
• Schmidt, F., L. and Oh, I,. S. (2013) Methods for second-order meta-analysis and illustrative applications. Organizational Behaviour and Human Decision Processes, 121(2), 204–218. https://doi.org/10.1016/j.obhdp.2013.03.002.
• Solis, M., Ciullo, S., Vaughn, S., Pyle, N., Hassaram, B., & Leroux, A. (2012). Reading Comprehension Interventions for Middle School Students with Learning Disabilities: A Synthesis of 30 Years of Research. Journal of Learning Disabilities, 45(4), 327-340. https://doi.org/10.1177/0022219411402691
• Striftou, A., Zygouris, N. C., Vlachos, F., Patrikelis, P., & Messinis, L. (2024). The effectiveness of a reading and cognitive task-based Web delivered intervention program for children with reading difficulties. Applied Neuropsychology: Child, 1–12. https://doi.org/10.1080/21622965.2024.2313637
• Sucena A, Silva AF and Marques C (2023). Reading skills promotion: Results on the impact of a preschool intervention. Front. Educ. 7:1076630. https://doi.org/10.3389/feduc.2022.1076630
• Swanson, E., Hairrell, A., Kent, S., Ciullo, S., Wanzek, J. A., & Vaughn, S. (2014). A Synthesis and Meta-Analysis of Reading Interventions Using Social Studies Content for Students with Learning Disabilities. Journal of Learning Disabilities, 47(2), 178-195. https://doi.org/10.1177/0022219412451131
• *Swanson, H. L. (1999). Reading research for students with LD: A meta-analysis of intervention outcomes. Journal of Learning Disabilities, 32(6), 504-532. https://doi.org/10.1177/002221949903200605
• Toste, J. R., Capin, P., Williams, K. J., Cho, E., & Vaughn, S. (2019). Replication of an Experimental Study Investigating the Efficacy of a Multisyllabic Word Reading Intervention with and Without Motivational Beliefs Training for Struggling Readers. Journal of Learning Disabilities, 52(1), 45-58. https://doi.org/10.1177/0022219418775114
• Vaughn, S., Elbaum, B. E., Wanzek, J., Scammacca, N., & Walker, M. A. (2014). Code sheet and guide for education-related instruction study syntheses. Austin, TX: The Meadows Centre for Preventing Educational Risk.
• Vaughn, S., Roberts, G. J., Miciak, J., Taylor, P., & Fletcher, J. M. (2019). Efficacy of a Word- and Text-Based Intervention for Students with Significant Reading Difficulties. Journal of Learning Disabilities, 52(1), 31-44. https://doi.org/10.1177/0022219418775113
• Volkmer, S., & Schulte-Körne, G. (2018). Cortical responses to tone and phoneme mismatch as a predictor of dyslexia? A systematic review. Schizophrenia Research, 191, 148-160. https://doi.org/10.1016/j.schres.2017.07.010
• Wanzek, J., Stevens, E. A., Williams, K. J., Scammacca, N., Vaughn, S., & Sargent, K. (2018). Current Evidence on the Effects of Intensive Early Reading Interventions. Journal of Learning Disabilities, 51(6), 612-624. https://doi.org/10.1177/0022219418775110
• Wanzek, J., Vaughn, S., Scammacca, N., Gatlin, B., Walker, M. A., & Capin, P. (2016). Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3. Educational Psychology Review, 28(3), 551-576. https://doi.org/10.1007/s10648-015-9321-7
• Wanzek, J., Wexler, J., Vaughn, S., & Ciullo, S. (2010). Reading interventions for struggling readers in the upper elementary grades: A synthesis of 20 years of research. Reading and Writing, 23(8), 889-912. https://doi.org/10.1007/s11145-009-9179-5
• Willingham, D. T. (2007). Ask the cognitive scientist: The usefulness of brief instruction in reading comprehension strategies. American Educator, 30(4), 39–45.
• *Wood, S. G., Moxley, J. H., Tighe, E. L., & Wagner, R. K. (2018). Does Use of Text-to-Speech and Related Read-Aloud Tools Improve Reading Comprehension for Students With Reading Disabilities? A Meta-Analysis. Journal of Learning Disabilities, 51(1), 73-84. https://doi.org/10.1177/0022219416688170
• World Health Organization [WHO]. (2010). World Health Statistics 2010. World Health Organization.
• Yang, L., Li, C., Li, X., Zhai, M., An, Q., Zhang, Y., Zhao, J., & Weng, X. (2022). Prevalence of Developmental Dyslexia in Primary School Children: A Systematic Review and Meta-Analysis. Brain Sciences, 12(2), Art. 2. https://doi.org/10.3390/brainsci12020240
• Young, J. (2017). Technology-enhanced mathematics instruction: A second-order meta-analysis of 30 years of research. Educational Research Review, 22, 19-33. https://doi.org/10.1016/j.edurev.2017.07.001.
• Zimmermann, L. M., Reed, D. K., & Aloe, A. M. (2021). A meta-analysis of non-repetitive reading fluency instructions for students with reading difficulties. Remedial and Special Education, 42(2), 78-93. https://doi.org/10.1177/0741932519855058