Effects of Reading Comprehension Interventions on the Reading Outcomes of Middle School Students with Dyslexia

• In Event: AERA Roundtable Session Saturday 9:45 am - Gold 4
  In Roundtable Session: Systematic Reviews and Meta-Analyses of Reading, Writing, and Literacy Instruction

Abstract

This systematic review synthesizes findings from 11 studies (2010-2025) examining the efficacy of reading comprehension interventions for middle school students with dyslexia, a population that is often underserved in literacy. Through systematic searches of ERIC and Education sources, studies were identified and analyzed using PRISMA and a narrative-focused protocol, coding intervention types, participant characteristics (N = 2,189), and outcomes. Three intervention types emerged: strategy-based (summarizing and inference-making), multi-component (fluency, vocabulary, and motivation), and technology-assisted approaches. Grounded in cognitive load theory, the study demonstrates how targeted interventions reduce cognitive burden, allowing teachers to scaffold complex texts for students with dyslexia. Equipping educators with tools to support neurodiverse learners would help ensure that middle school students with dyslexia thrive in diverse classrooms.

Author

• Oluwabunmi Blessing Alao, University at Buffalo - SUNY