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A Synthesis of the Sustainability of Remedial Reading Intervention Effects for Struggling Adolescent Readers

Daniel, Johny; Capin, Philip; Steinle, Paul

A Synthesis of the Sustainability of Remedial Reading Intervention Effects for Struggling Adolescent Readers Thumbnail


Authors

Philip Capin

Paul Steinle



Abstract

A majority of reading-related intervention studies aiming to remediate struggling readers’ reading outcomes assess student performance immediately following the conclusion of an intervention to determine intervention effects. Few studies collect follow-up data to measure the long-term sustainability of treatment effects. Hence, the aim of the current synthesis was to examine follow-up intervention effects of reading interventions involving adolescent struggling readers in Grades 6 to 12. Our literature search yielded only 10 studies that reported follow-up data for intervention participants, which highlights the dearth of intervention research that examines sustainability of intervention effects. Of the 10 included studies, the weighted mean effect size for all reading outcome measures was gw = 0.78 at immediate posttest and gw = 0.27 at follow-up, in favor of treatment group students. Although the magnitude of difference between treatment and control groups diminished at follow-up time, a comparison of treatment group students’ immediate posttest and follow-up scores showed that students mostly maintained gains made during intervention at follow-up time points.

Citation

Daniel, J., Capin, P., & Steinle, P. (2021). A Synthesis of the Sustainability of Remedial Reading Intervention Effects for Struggling Adolescent Readers. Journal of Learning Disabilities, 54(3), 170-186. https://doi.org/10.1177/0022219420972184

Journal Article Type Article
Online Publication Date Nov 30, 2020
Publication Date 2021-05
Deposit Date Sep 2, 2021
Publicly Available Date Feb 17, 2022
Journal Journal of Learning Disabilities
Print ISSN 0022-2194
Electronic ISSN 1538-4780
Publisher SAGE Publications
Peer Reviewed Peer Reviewed
Volume 54
Issue 3
Pages 170-186
DOI https://doi.org/10.1177/0022219420972184
Keywords adolescent struggling readers, learning disabilities, follow-up, maintenance, reading interventions
Public URL https://durham-repository.worktribe.com/output/1241749

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Copyright Statement
Daniel J, Capin P, Steinle P. A Synthesis of the Sustainability of Remedial Reading Intervention Effects for Struggling Adolescent Readers. Journal of Learning Disabilities. 2021;54(3):170-186. Copyright © Hammill Institute on Disabilities 2020. doi:10.1177/0022219420972184.





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