Meta-analysis of targeted small-group reading interventions

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.