Meta-analysis of targeted small-group reading interventions

Publication date: Available online 15 November 2017 Source:Journal of School Psychology Author(s): Matthew S. Hall, Matthew K. Burns Small-group reading interventions are commonly used in schools but the components that make them effective are still debated or unknown. The current study meta-analyzed 26 small-group reading intervention studies that resulted in 27 effect sizes. Findings suggested a moderate overall effect for small-group reading interventions (weighted g =0.54). Interventions were more effective if they were targeted to a specific skill (g =0.65), then as part of a comprehensive intervention program that addressed multiple skills (g =0.35). There was a small correlation between intervention effects and group size (r =0.21) and duration (r =0.11). Small-group interventions led to a larger median effect size (g =0.64) for elementary-aged students than for those in middle or high school (g =0.20), but the two confidence intervals overlapped. Implications for research and practice are discussed.
Source: Journal of School Psychology - Category: Psychiatry & Psychology Source Type: research