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Identifier

000453830

Title

Η αποτελεσματικότητα εκπαιδευτικών παρεμβάσεων στην αντιμετώπιση δυσκολιών μάθησης στην ανάγνωση για παιδιά ηλικίας 6 έως 12 ετών : μετά-ανάλυση

Alternative Title

The efficacy of reading interventions for students with reading difficulties ageg 6 through 12 : a meta-analysis

Author

Χουρδάκη, Ειρήνη

Thesis advisor

Μανωλίτσης Γιώργος

Abstract

This meta-analysis investigated the efficacy of phonology, fluency and comprehension interventions for students with or without learning disabilities who attend elementary school. Furthermore we examined different characteristics of interventions (intensity, group size, type of students’ difficulty, type of intervention, grade level, intervention strategies) and their impact on reading skills such as decoding, oral reading fluency and reading comprehension. We located 24 studies containing 39 reading interventions published between 2007 and 2020. Findings suggest that reading intervention may improve students’ reading skills. Intensity of intervention and type of students’ difficulty did not moderate treatment effect. The analysis revealed that interventions implemented in small groups and one-on-one predicted larger comprehension outcomes. Moreover phonology interventions had a large effect size on decoding. Interventions implemented in lower grade levels had greater effect sizes on decoding and reading comprehension. The findings should be examined with caution as the sample was small and the results, in some cases, were not statistically significant. This was the main limitation of the research.

Language

Greek

Subject

Decoding

Elementary school

Meta-analysis

Oral reading fluency

Phonology

Reading comprehension

Reading difficulties

Reading interventions

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