What recent reviews tell us about the efficacy of reading interventions for struggling readers in the early years of schooling

Meree Reynolds*, Kevin Wheldall, Alison Madelaine

*Corresponding author for this work

Research output: Contribution to journalReview article

10 Citations (Scopus)

Abstract

An analysis of large and influential published reviews of research pertaining to the reading acquisition of young struggling readers in the early years of schooling was undertaken. The reviews were selected on the basis that they either had been commissioned by federal governments or had been conducted by reputable research institutions and had been released in the past 10 years. A search of published literature pertaining to the topic found three federal reviews (from the United States, the United Kingdom and Australia), a What Works Clearinghouse Report into beginning reading programmes, a review of reading interventions by Slavin et al. and a synthesis of meta-analyses by Hattie. Analysis of these reviews indicated that there are key commonalities in findings about how to teach reading to young students. Reviews of interventions revealed some flaws and therefore provide limited information useful to programme implementation and development for young struggling readers.

Original languageEnglish
Pages (from-to)257-286
Number of pages30
JournalInternational Journal of Disability, Development and Education
Volume58
Issue number3
DOIs
Publication statusPublished - Sep 2011

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