Important Pieces of School-Based Intervention for Students with or at Risk for Dyslexia: Evidence from 40 Years of Research
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Click to EnlargeResearchers conducted a meta-analysis involving studies conducted between 1980 and 2020 that aimed to improve reading outcomes for Grade K-5 students with or at risk for dyslexia. They were interested to know which factors and characteristics may be consistently associated with effective interventions.
Word Reading
Students with or at risk for dyslexia benefited from interventions targeting word reading skills.
Dosage Matters
Amount of time spent on reading intervention is important with results showing that students receiving more intervention showed greater gains.
Earlier is Better
Effects were larger for students in grades K-2 compared to grades 3-5.
Future Research
Future research is needed to understand what other components are most effective for intervention with students with or at risk for dyslexia.
Suggested Citation
National Center on Improving Literacy (March, 2023). Important Pieces of School-Based Intervention for Students with or at Risk for Dyslexia: Evidence from 40 Years of Research. Washington, DC: U.S. Department of Education, Office of Elementary and Secondary Education, Office of Special Education Programs, National Center on Improving Literacy. Retrieved from https://www.improvingliteracy.org.
References
Hall, C., Dahl‐Leonard, K., Cho, E., Solari, E. J., Capin, P., Conner, C. L., ... & Kehoe, K. F. (2022). Forty years of reading intervention research for elementary students with or at risk for dyslexia: A systematic review and meta‐analysis. Reading Research Quarterly. https://doi.org/10.1002/rrq.477
Abstract
Researchers conducted a meta-analysis involving studies conducted over the last 4 decades that aimed to improve reading outcomes for Grade K-5 students with or at risk for dyslexia. They were primarily interested to know the factors and characteristics which were consistently associated with effective interventions and outcomes.
Related Resources
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The research reported here is funded by awards to the National Center on Improving Literacy from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: S283D160003). The opinions expressed are those of the authors and do not represent views of OESE, OSEP, or the U.S. Department of Education. Copyright © 2024 National Center on Improving Literacy. https://www.improvingliteracy.org
