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Reading interventions for struggling readers in the upper elementary grades: a synthesis of 20 years of research

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Abstract

A synthesis of the extant research on reading interventions for students with reading difficulties and disabilities in fourth and fifth grade (ages 9–11) is presented. Thirteen studies with treatment/comparison study designs and eleven single group or single subject studies were located and synthesized. Findings from the 24 studies revealed high effects for comprehension interventions on researcher-developed comprehension measures. Word recognition interventions yielded small to moderate effects on a range of reading outcomes. Few studies were located implementing vocabulary and multi-component interventions.

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Authors and Affiliations

  1. Florida State University, School of Teacher Education and Florida Center for Reading Research C234B Psychology, 1107 Call St., P.O. Box 306-4304, Tallahassee, FL, 32306, USA

    Jeanne Wanzek

  2. The University of Texas at Austin, Austin, TX, USA

    Jade Wexler, Sharon Vaughn & Stephen Ciullo

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  1. Jeanne Wanzek
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  2. Jade Wexler
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  3. Sharon Vaughn
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Correspondence to Jeanne Wanzek.

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Wanzek, J., Wexler, J., Vaughn, S. et al. Reading interventions for struggling readers in the upper elementary grades: a synthesis of 20 years of research. Read Writ 23, 889–912 (2010). https://doi.org/10.1007/s11145-009-9179-5

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  • DOI: https://doi.org/10.1007/s11145-009-9179-5

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