A Closer Look at What Works: Theoretical and Instructional Perspectives Behind Beginning Reading Interventions

• In Event: 16.021 - Advances in Reading Instruction and Interventions

Abstract

The present study examined various aspects of the beginning reading interventions reviewed by the What Works Clearinghouse, including their theoretical and pedagogical underpinnings, in order to elucidate the factors that may indicate best practices. Meta-analysis using Hierarchical Linear Modeling revealed that interventions that fostered reading-writing connections had large positive effects on general reading achievement. Interventions that did not include a technology component, utilized short lessons, and were developed by individuals at universities had positive effects on alphabetics. These findings elucidate specific factors that mediate the effects of beginning reading interventions, and provide further evidence of what constitutes best practice in early reading instruction.

Authors

• Jerome V. D'Agostino, The Ohio State University

• Katherine Brownfield, The Ohio State University - Columbus