Meta-analysis of targeted small-group reading interventions |
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| Institution: | 1. University of Minnesota, United States;2. University of Missouri, United States;1. University of Minnesota, United States;2. University of Missouri, United States;1. Texas A&M University, United States;2. The University of Texas at Austin, United States;1. University of Illinois at Chicago, United States;2. Elmhurst College, United States;1. Peabody College of Vanderbilt University, United States;2. Tennessee Technological University, United States;3. Georgia State University, United States;4. Southern Methodist University, United States;5. Colorado State University, United States;6. University of North Georgia, United States;1. Syracuse University, United States of America;2. Medical College of Wisconsin and Children''s Hospital of Wisconsin, United States of America;1. Northeastern University, USA;2. University of Paderborn, Germany;3. University of Wuppertal, Germany;4. University of Cologne, Germany;5. University of Massachusetts, Boston, USA |
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| 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. |
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