Journal article
Data-Based Decision Making in Reading Interventions: A Synthesis and Meta-Analysis of the Effects for Struggling Readers
The Journal of special education, Vol.52(3), pp.174-187
11/01/2018
DOI: 10.1177/0022466918790001
Abstract
For students with persistent reading difficulties, research suggests one of the most effective ways to intensify interventions is to individualize instruction through use of performance data-a process known as data-based decision making (DBDM). This article reports a synthesis and meta-analysis of studies of reading interventions containing DBDM for struggling readers, as well as the characteristics and procedures that support the efficacy of these interventions. A systematic search of peer-reviewed literature published between 1975 and 2017 was conducted, resulting in 15 studies of reading interventions that incorporated DBDM for struggling readers in Grades K-12. A comparison of students who received reading interventions with DBDM with those in business-as-usual (BAU) comparison groups yielded a weighted mean effect of g = .24, 95% confidence interval (CI) = [.01 to .46]. A subset of six studies that compared students receiving similar reading interventions with and without DBDM yielded a weighted mean effect of g = .27, 95% CI = [.07, .47]. Implications for DBDM in reading interventions for struggling readers and areas for future research are described. In particular, experimental investigation is necessary to establish DBDM as an evidence-based practice for struggling readers.
Details
- Title: Subtitle
- Data-Based Decision Making in Reading Interventions: A Synthesis and Meta-Analysis of the Effects for Struggling Readers
- Creators
- Marissa J. Filderman - The University of Texas at AustinJessica R. Toste - The University of Texas at AustinLisa Anne Didion - Teaching and LearningPeng Peng - The University of Texas at AustinNathan H. Clemens - The University of Texas at Austin
- Resource Type
- Journal article
- Publication Details
- The Journal of special education, Vol.52(3), pp.174-187
- Publisher
- Sage
- DOI
- 10.1177/0022466918790001
- ISSN
- 0022-4669
- eISSN
- 1538-4764
- Number of pages
- 14
- Grant note
- DOI: 10.13039/100005253, name: Office of Special Education and Rehabilitative Services, award: H325D150056
- Language
- English
- Date published
- 11/01/2018
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984383284602771
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