Literaturnachweis - Detailanzeige
| Autor/inn/en | Solari, Emily J.; Kehoe, Karen F.; Cho, Eunsoo; Hall, Colby; Vargas, Isabel; Dahl-Leonard, Katlynn; Richmond, Cassidi L.; Henry, Alyssa R.; Cook, Lysandra; Hayes, Latisha; Conner, Carlin |
|---|---|
| Titel | Effectiveness of Interventions for English Learners with Word Reading Difficulties: A Research Synthesis |
| Quelle | In: Learning Disabilities Research & Practice, 37 (2022) 3, S.158-174 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Solari, Emily J.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0938-8982 |
| DOI | 10.1111/ldrp.12286 |
| Schlagwörter | Instructional Effectiveness; Intervention; English Language Learners; English (Second Language); Second Language Learning; Word Recognition; Reading Difficulties; Meta Analysis; Elementary School Students; Reading Instruction |
| Abstract | This study meta-analyzed the last four decades (1980-2020) of reading intervention research focused on improving reading outcomes for English language (EL) students in Grades K-5 with or at risk for word reading difficulties. Experimental and quasi-experimental group design and single-case experimental design (SCED) studies were included; 10 group design and 7 SCED studies met inclusion criteria (m = 61; total student N = 2,270). Visual inspection of the effect size distribution revealed that the assumption of between-study heterogeneity was not supported; therefore, the findings were synthesized for SCED studies separately from those reported in group design studies. Implications for practice, policy, and future research are discussed. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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