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The Foundational Handbook on Improvement Research in Education | Section I introduction: Foundations of improvement research in education (pp. 23-27). Chapter: Accomplishing meaningful equity (pp. 89-110).
This study meta-analyzed experimental or quasi-experimental intervention studies conducted between 1980 and 2020 that aimed to improve reading outcomes for Grade K-5 students with or at risk for dyslexia (i.e., students with or at risk for word reading difficulties, defined as scoring at or below a set norm-referenced screening or mean baseline performance threshold).