A comprehensive review of interventions for students in Grades 4–12 who struggle with reading challenges the misconception that support beyond the early years of school is ineffective.
Published in Educational Research Review, this systematic review and meta-analysis included 106 studies, involving more than 156,000 students from countries including Australia, the United Kingdom and the United States.
These interventions focused on different key components of reading, including comprehension, fluency, decoding, phonological processing, and vocabulary. Each of these components is critical for reading proficiency.
Lead author Dr Callula Killingly, from QUT’s Centre for Inclusive Education, said targeted reading interventions for older students produce positive effects, particularly when focused on comprehension and vocabulary.
“Our analysis shows that it’s never too late to make a difference,” Dr Killingly said.
“Interventions targeting the specific skills students need can significantly improve outcomes for students in upper primary and secondary school, even for those with persistent reading difficulties.”
The review found interventions were equally effective when delivered by teachers or researchers and some of the strongest vocabulary outcomes were shown for teacher-led interventions.
It also found there were no differences as to whether interventions took place in small groups, in the classroom, or in one-on-one settings.
“This research shows that it’s not so much about where the intervention happens, or who is delivering it, as long as it is targeting the right skills,” Dr Killingly said.
“These findings highlight the importance of continuing to improve reading beyond the early years of school.”
The research team included Dr Callula Killingly, Dr Sandra Matheson, and Dr Laura Bentley (formerly from QUT and now at The University of Queensland) from, alongside Dr Elizabeth Swanson from The University of Texas at Austin.
The research was supported by QUT’s Early Career Researcher Grant Scheme and the Centre for Inclusive Education.
Read the paper online.
