Meta-analysis of targeted small-group reading interventions

J Sch Psychol. 2018 Feb:66:54-66. doi: 10.1016/j.jsp.2017.11.002. Epub 2017 Nov 15.

Abstract

Small-group reading interventions are commonly used in schools but the components that make them effective are still debated or unknown. The current study meta-analyzed 26 small-group reading intervention studies that resulted in 27 effect sizes. Findings suggested a moderate overall effect for small-group reading interventions (weighted g=0.54). Interventions were more effective if they were targeted to a specific skill (g=0.65), then as part of a comprehensive intervention program that addressed multiple skills (g=0.35). There was a small correlation between intervention effects and group size (r=0.21) and duration (r=0.11). Small-group interventions led to a larger median effect size (g=0.64) for elementary-aged students than for those in middle or high school (g=0.20), but the two confidence intervals overlapped. Implications for research and practice are discussed.

Publication types

  • Meta-Analysis

MeSH terms

  • Child
  • Humans
  • Reading*
  • Schools
  • Students*
  • Teaching*