Jeanne Wanzek|Elizabeth A. Stevens|Kelly J. Williams|Nancy Scammacca|Sharon Vaughn|Katherine Sargent
Current Evidence on the Effects of Intensive Early Reading Interventions
Vanderbilt University|The University of Texas at Austin|The University of Texas at Austin|The University of Texas at Austin|The University of Texas at Austin|Vanderbilt University
many students risk identified reading disabilities need intensive reading interventions metaanalysis provides update wanzek vaughn synthesis intensive early reading interventions effects 25 reading intervention studies analyzed examine overall effect intensive early reading interventions well relationships intervention student characteristics related outcomes weighted mean effect size es estimate es 039 mean effect size adjusted publication bias es 028 significantly different zero suggested intensive early reading interventions resulted positive outcomes early struggling readers kindergarten third grades statistically significant meaningful heterogeneity studywise effect sizes exploratory examination time intervention instructional group size initial reading achievement date publication provided