A Century of Progress: Reading Interventions for Students in Grades 4-12, 1914-2014

Autor/inn/en	Scammacca, Nancy K.; Roberts, Garrett J.; Cho, Eunsoo; Williams, Kelly J.; Roberts, Greg; Vaughn, Sharon R.; Carroll, Megan
Titel	A Century of Progress: Reading Interventions for Students in Grades 4-12, 1914-2014
Quelle	In: Review of Educational Research, 86 (2016) 3, S.756-800 (45 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654316652942
Schlagwörter	Elementary Secondary Education; Reading Programs; Intervention; Annual Reports; Reading Difficulties; Educational History; Educational Research; Evidence Based Practice; Educational Theories; Research Methodology; Research Reports; Research Needs; Meta Analysis; Classroom Techniques; Educational Innovation; Educational Development; Cognitive Psychology; Educational Legislation; Interdisciplinary Approach; Academic Standards; Reading Comprehension; Effect Size; Performance Factors; Literature Reviews; Search Strategies + Suchen Sie Ihr Suchwort? Annual report; Tätigkeitsbericht; Reading difficulty; Leseschwierigkeit; History of education; Bildungsgeschichte; Bildungsforschung; Pädagogische Forschung; Educational theory; Theory of education; Bildungstheorie; Research method; Forschungsmethode; Research report; Forschungsbericht; Forschungsbedarf; Meta-analysis; Metaanalyse; Klassenführung; Instructional innovation; Bildungsinnovation; Bildungsentwicklung; Kognitive Psychologie; Bildungsrecht; Schulgesetz; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Leseverstehen; Leistungsindikator; Suchstrategie
Abstract	The history of research on interventions for struggling readers in Grades 4 through 12 dates back to 19th-century case studies of seemingly intelligent children who were unable to learn to read. Physicians, psychologists, educators, and others were determined to help them. In the process, they launched a century of research on a wide variety of approaches to reading intervention. As shown in this systematic narrative review, much has changed over time in the conceptualization of reading interventions and the methods used to determine their efficacy in improving outcomes for struggling readers. Building on the knowledge gathered over the past 100 years, researchers and practitioners are well-poised to continue to make progress in developing and testing reading interventions over the next 100 years. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01