What works for struggling readers in elementary school? - The Research

What works for struggling readers in elementary school?
Marta Pellegrini, University of Florence, Italy
Johns Hopkins University’s Center for Research and Reform in Education has conducted a meta-analysis on effective programs for struggling readers in elementary school, which recently appeared in Reading Research Quarterly.
 
A total of 65 studies of 51 different programs were included in the review: 83% were randomized experiments and 17% quasi-experiments. After inclusion, studies were organized into five categories based the RTI (Response to Intervention) framework, a categorization widely used in the U.S. RTI provides a means of categorizing reading interventions as prevention within the general education class (Tier 1), moderately intensive intervention (Tier 2), or intensive intervention (Tier 3).
 
Results showed significant positive outcomes for tutoring programs (ES = +0.26) with larger effects for one-to-one tutoring (Tier 3, ES = +0.41) compared to one-to-small group tutoring (Tier 2, ES = +0.24). Multitiered whole-school approaches incorporating tutoring and whole-class approaches (Tier 1) had similar effects as tutoring programs, with the advantage of involving a larger number of students. Multitiered whole-school approaches and whole-class Tier 1 approaches showed a non-significant effect size of +0.27 and of +0.31, respectively. Technology-supported adaptive instruction (Tier 2) had a small, non-significant impact (ES = +0.09).
 
The article supports the expanded use of all forms of tutoring, as well as whole-class approaches emphasizing cooperative learning and phonics. Whole-school approaches incorporating tutoring for struggling readers and class instruction showed particular promise. 

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