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EJ949011 - What Recent Reviews Tell Us about the Efficacy of Reading Interventions for Struggling Readers in the Early Years of Schooling

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ERIC #:	EJ949011
Title:	What Recent Reviews Tell Us about the Efficacy of Reading Interventions for Struggling Readers in the Early Years of Schooling
Authors:	Reynolds, Meree; Wheldall, Kevin; Madelaine, Alison
Descriptors:	Beginning Reading; Reading Instruction; Teaching Methods; Literature Reviews; Meta Analysis; Intervention; Self Efficacy; Reading Achievement; Reading Difficulties; Reading Research; Accessibility (for Disabled); Reading Skills; Reading Strategies; Early Reading; Program Effectiveness
Source:	International Journal of Disability, Development and Education, v58 n3 p257-286 2011
More Info: Help Peer Reviewed:	Yes
Publisher:	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:	2011-00-00
Pages:	30
Pub Types:	Journal Articles; Reports - Descriptive
Abstract:	An analysis of large and influential published reviews of research pertaining to the reading acquisition of young struggling readers in the early years of schooling was undertaken. The reviews were selected on the basis that they either had been commissioned by federal governments or had been conducted by reputable research institutions and had been released in the past 10 years. A search of published literature pertaining to the topic found three federal reviews (from the United States, the United Kingdom and Australia), a What Works Clearinghouse Report into beginning reading programmes, a review of reading interventions by Slavin et al. and a synthesis of meta-analyses by Hattie. Analysis of these reviews indicated that there are key commonalities in findings about how to teach reading to young students. Reviews of interventions revealed some flaws and therefore provide limited information useful to programme implementation and development for young struggling readers. (Contains 3 tables.)
Abstractor:	As Provided
Reference Count:	104

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1034-912X
Audiences:	N/A
Languages:	English
Education Level:	Early Childhood Education; Elementary Education
Direct Link:	http://dx.doi.org/10.1080/1034912X.2011.598406

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