Table 5: Summary of meta-analyses of SRD interventions Reference Population Intervention Target outcome Main findings Galuschka et Children and School-based interventions comprising Reading and Spelling Small effects were observed for interventions al, (2014)66 adolescents various treatment approaches. that: Examined impact of interventions Used phonics instruction according to: Targeted children and adolescents with Activities included milder SRD Duration (weeks) Had a duration of 12 weeks or greater Total intervention amount (hrs) Involved group, individual, or teacher Setting (e.g. individual, group, with computer based format computer) Were administered by researchers Conductor (professional/non professional) Suggate Preschool to Examined impact of school based Reading improvement Overall, the interventions were associated (2010)30 Year 7 interventions according to: with reading improvement (moderate effect size). Grade of students targeted Improvements were evident for: Risk status Students of all ages and grades Skills targeted examined Both at risk readers and struggling readers
Table 5: Summary of meta-analyses of SRD interventions Reference Population Intervention Target outcome Main findings Galuschka et al, (2014)66 Children and adolescents School-based interventions comprising various treatment approaches. Examined impact of interventions according to: Activities included Duration (weeks) Total intervention amount (hrs) Setting (e.g. individual, group, computer) Conductor (professional/non professional) Reading and Spelling Small effects were observed for interventions that: Used phonics instruction Targeted children and adolescents with milder SRD Had a duration of 12 weeks or greater Involved group, individual, or teacher with computer based format Were administered by researchers Suggate (2010)30 Preschool to Year 7 Examined impact of school based interventions according to: Grade of students targeted Risk status Skills targeted Reading improvement Overall, the interventions were associated with reading improvement (moderate effect size). Improvements were evident for: Students of all ages and grades examined Both at risk readers and struggling readers