How reading interventions impact reading outcomes depending on the co-occurrence (or not) of reading difficulties and behavioral difficulties

How reading interventions impact reading outcomes depending on the co-occurrence (or not) of reading difficulties and behavioral difficulties
By José L. Arco-Tirado, Faculty of Education, University of Granada, Spain
A study published in the journal of Educational Psychology Review reported on reading interventions’ effectiveness with students who have co-existing reading and behavioural difficulties. The study addressed two key questions: 1) Why students with or at-risk for co-occurring reading and problem behaviors (SWRD+PB) have worse reading outcomes than students identified as struggling readers without behavior problems, and 2) What is the mechanism underlying the high co-occurrence of both phenomena?
Authors first aimed to determine the extent to which a reading treatment or a combination of reading and behavioral treatments impacted reading outcomes for SWRD+PB.
The researchers used a systematic review with a meta-analysis applied to the 43 reading outcomes from 10 independent samples. Results showed a statistically significant overall effect of treatment for SWRD+PB, across all reading outcomes (g = 0.90), which suggests that reading treatments can improve reading outcomes for SWRD+PB. One statistically significant moderator was found suggesting that not including a behavioral support component was more beneficial to reading outcomes than including a behavioral support component. Although the limited sample of studies could have prevented other moderators from reaching statistical significance, aligned with previous meta-analytic findings they found that higher study quality was associated with smaller effect sizes.
The findings of this study must be considered in light of empirical limitations due to the limited number of studies to synthesize and measurement error inherent to some of the non-standardized behavior measures reported by some of the studies sampled. The implications for practice are clear: reading interventions delivered in a small group setting can yield improved early reading and word reading outcomes, and supplemental systematic behavioral support within a reading intervention can improve behavioral outcomes.

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