Examining the Research of What Works for Remedying and Repairing Adolescents’ Word Reading: A Meta-Analysis (Poster 4)

• In Event: Evidence for Enhanced Learning: Systematic Reviews and Meta-Analyses on Improving Student Achievement and Learning Outcomes

Abstract

We discuss our meta-analysis, which explores how word reading instruction can remedy and repair the decoding skills of adolescents. Adolescents who struggle with decoding may be impacted by various factors related to (dis)ability, socioeconomic status, race, and COVID-19-related disruptions, illuminating this as an important equity issue. With an emphasis beyond remediation, we examine the socio-linguistic and cultural factors that influence learning, emphasizing the importance of culturally responsive teaching methods with word-reading instruction. We identify effective strategies such as phonics, syllabication, and morphology, and their integration with broader literacy and metacognitive skills. Our research aims to fill gaps in instructional approaches, providing evidence-based tools for educators to support diverse students' reading development and contribute to equitable educational outcomes for all adolescents.

Authors

• Julia Yi, MGH Institute of Health Professions

• Angelique Aitken, Pennsylvania State University

• Micheal Sandbank, University of North Carolina - Chapel Hill

• Emily Sharp, Pennsylvania State University

• Adiba Nursat, Independent Scholar