The Impact of Beginning Reading Interventions: A Meta-Analysis of What Works Clearinghouse Intervention Reviews

• In Event: AERA Poster Session 3
  In Poster Session: Innovations in Literacy Research, Theory, and Practice: Poster Session 1

Abstract

We examined aspects of beginning reading interventions reviewed by the What Works Clearinghouse to discover the factors that reflect best practices. Using meta-analysis, we computed an overall effect of .35 on 471 effects nested in thirty beginning (K-4) reading interventions. Effects were larger for alphabetics (.41) and smaller for general reading achievement (.30), fluency (.28) and comprehension (.23). 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 the moderating factors 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

• Tracy Johnson, University of Indianapolis