The long-term effects of reading interventions

The long-term effects of reading interventions
 

Interventions that target comprehension and phonemic awareness maintain their impact, according to a meta-analysis published in the Journal of Reading Disabilities.
 
The analysis reviewed 71 studies of reading interventions, each of which had an intervention and control group, post-tests, and follow-up data an average of 11 months later. Among the findings were that normal readers appeared to profit least from reading interventions, particularly at follow-up.
 
Improvement was not sustained for interventions in preschool: effect sizes fell from +0.34 to +0.12 at follow-up. By contrast, in Grades 1 and 2, the effect size only diminished from +0.40 to + 0.26, and for Grades 3 and 4, the effect size increased from +0.35 to + 0.43 at follow-up.
 
The greatest effect sizes at follow-up appeared to result from interventions with a comprehension component.

Johns Hopkins University 

Research in Brief

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