Research-Based Implications From Extensive Early Reading Interventions

TLDR

The paper synthesizes existing research on extensive early reading interventions for students with reading difficulties and disabilities. The authors conduct a systematic synthesis of 18 studies published between 1995 and 2005 to evaluate intervention characteristics and outcomes. The synthesis shows that extensive interventions yield positive outcomes, with greater effects for smaller group sizes and early (K–1) implementation, while standardized versus less standardized delivery shows no outcome difference; implications for practice and future research are discussed.

Abstract

A synthesis of the extant research on extensive early reading interventions for students with reading difficulties and disabilities is provided. Findings from 18 studies published between 1995 and 2005 revealed positive outcomes for students participating in extensive interventions. Results indicated higher effects for studies providing intervention to students in the smallest group sizes as well as providing intervention early (grades K–1). No differences in overall outcomes were revealed between studies implementing highly standardized interventions or interventions with less standardized implementation. Implications for practice and future research are discussed.