Journal article
Meta-Analyses of Reading Intervention Studies Including Students With Learning Disabilities: A Methodological Review
Journal of learning disabilities, Vol.56(3), pp.210-224
05/2023
DOI: 10.1177/00222194221077688
PMID: 35164579
Abstract
Learning disabilities (LD) may affect a range of academic skills but are most often observed in reading. Researchers and policymakers increasingly recommend addressing reading difficulties encountered by students with LD using evidence-based practices, or interventions validated through multiple, high-quality research studies. A valuable tool in identifying evidence-based practices is the meta-analysis, which entails statistically aggregating the results obtained through primary studies. Specific methods used in meta-analyses have the potential to influence their findings, with ramifications for research and practice. This review assessed the methodological features of the systematic reviews and analytic procedures featured in meta-analyses of reading intervention studies that included students with LD written between 2000 and 2020. Identified articles (n = 23) suggest that meta-analyses have become more prevalent and transparent over time, notwithstanding issues related to publication bias and the opacity of coding procedures. A discussion of implications follows a description of results.
Details
- Title: Subtitle
- Meta-Analyses of Reading Intervention Studies Including Students With Learning Disabilities: A Methodological Review
- Creators
- Seth King - University of IowaLanqi Wang - University of IowaShawn M. Datchuk - University of IowaDerek B. Rodgers - University of Nebraska–Lincoln
- Resource Type
- Journal article
- Publication Details
- Journal of learning disabilities, Vol.56(3), pp.210-224
- Publisher
- SAGE Publications
- DOI
- 10.1177/00222194221077688
- PMID
- 35164579
- ISSN
- 0022-2194
- eISSN
- 1538-4780
- Number of pages
- 15
- Language
- English
- Electronic publication date
- 02/14/2022
- Date published
- 05/2023
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371091702771
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