The Impact of Tier 1 Reading Instruction on Reading Outcomes for Students in Grades 4-12: A Meta-Analysis

Autor/inn/en	Swanson, Elizabeth; Stevens, Elizabeth A.; Scammacca, Nancy K.; Capin, Philip; Stewart, Alicia A.; Austin, Christy R.
Titel	The Impact of Tier 1 Reading Instruction on Reading Outcomes for Students in Grades 4-12: A Meta-Analysis
Quelle	30 (2017) 8, S.1639-1665 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1007/s11145-017-9743-3
Schlagwörter	Reading Instruction; Evidence Based Practice; Outcomes of Education; Elementary School Students; Secondary School Students; Meta Analysis; Reading Achievement; Reading Comprehension; Vocabulary Development; Reading Improvement; Reading Difficulties + Suchen Sie Ihr Suchwort? Leseunterricht; Lernleistung; Schulerfolg; Sekundarschüler; Meta-analysis; Metaanalyse; Leseleistung; Leseverstehen; Wortschatzarbeit; Reading difficulty; Leseschwierigkeit
Abstract	Understanding the efficacy of evidence-based reading practices delivered in the Tier 1 (i.e. general classroom) setting is critical to successful implementation of multi-tiered systems, meeting a diverse range of student learning needs, and providing high quality reading instruction across content areas. This meta-analysis presents evidence on the effects of Tier 1 reading instruction on the reading outcomes of students in Grades 4-12, and a synthesis of effects for students identified as struggling readers. Results from this meta-analysis of 37 publications conducted between 2000 and 2015 reveal significant, positive effects for Tier 1 reading instruction on comprehension and vocabulary outcomes. A synthesis of the results for struggling readers indicates that they maintained or improved reading comprehension over struggling readers receiving typical instruction. [This article was published in "Reading and Writing," (EJ1152799).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01