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Showing 3 of 3 research items
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).
This study meta-analyzed the last four decades (1980–2020) of reading intervention research focused on improving reading outcomes for English language (EL) students in Grades K–5 with or at risk for word reading difficulties.
We examined whether the 83 intervention studies published in six non-categorical research journals in special education in 2013 and 2014 might be considered replications.