Evidence from 40 Years of Research: Intervention for Students with or at Risk for Dyslexia
Description
Watch this recorded discussion about the findings of a recent meta-analysis involving studies conducted over the last four decades that aimed to improve reading outcomes for Grade K-5 students with or at risk for dyslexia.
Authors of the meta-analysis and reading researchers will come together to share their perspectives on the factors and characteristics that are consistently associated with effective interventions and outcomes, including for students who are English Learners.
Participants will receive access to a variety of free, evidence-based tools and resources.
MODERATOR:
Nancy J. Nelson, Ph.D., Assistant Professor, Boston University Wheelock College of Education & Human Development
PANELISTS:
Colby Hall, Ph.D., Assistant Professor, University of Virginia School of Education and Human Development
Emily Solari, Ph.D., Professor, University of Virginia School of Education and Human Development
Sharon Vaughn, Ph.D., Executive Director, The Meadows Center for Preventing Educational Risk
RESOURCES:
- Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta-Analysis (Hall et al., 2022)
- Current State of the Evidence: Examining the Effects of Orton-Gillingham Reading Interventions for Students With or at Risk for Word-Level Reading Disabilities (Stevens et al., 2021)
- Effectiveness of Interventions for English Learners with Word Reading Difficulties: A Research Synthesis (Solari et al., 2022)
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Related Resources
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.
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
