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Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3

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Abstract

This meta-analysis extends previous work on extensive Tier 3 type reading interventions (Wanzek and Vaughn School Psychology Review, 36, 541–561, 2007; Wanzek et al. Review of Educational Research, 83, 163–195, 2013) to Tier 2 type interventions by examining a non-overlapping set of studies addressing the effects of less extensive reading interventions for students with or at risk for reading difficulties in Grades K-3. We examined the overall effects of these interventions on students’ foundational skills, language, and comprehension as well as the intervention features that may be associated with improved outcomes. We conducted four meta-analyses on 72 studies to examine effects on (1) standardized foundational skill measures (mean ES = 0.54), (2) not-standardized foundational skill measures (mean ES = 0.62), (3) standardized language/comprehension measures (mean ES = 0.36), and (4) not-standardized language/comprehension measures (mean ES = 1.02). There were no differences in effects related to intervention type, instructional group size, grade level, intervention implementer, or the number of intervention hours.

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Studies preceded by an asterisk were included in the meta-analysis.

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Acknowledgments

The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A130262 to Vanderbilt University. Also, Grant P50 HD052117-01 and Grant P50 HD052117-07 from the Eunice Kennedy Shriver National Institute of Child Health and Human Development. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education, Eunice Kennedy Shriver National Institute of Child Health and Human Development, or the National Institutes of Health. Funding was also provided in part by the Meadows Foundation.

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Authors and Affiliations

  1. Department of Special Education, Vanderbilt University, 110 Magnolia Circle, Nashville, TN, 37203, USA

    Jeanne Wanzek

  2. The Meadows Center for Preventing Educational Risk, The University of Texas at Austin, Austin, TX, USA

    Sharon Vaughn, Nancy Scammacca, Melodee A. Walker & Philip Capin

  3. Florida Center for Reading Research and School of Teacher Education, Florida State University, Tallahassee, FL, USA

    Brandy Gatlin

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  1. Jeanne Wanzek
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  2. Sharon Vaughn
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  3. Nancy Scammacca
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Correspondence to Jeanne Wanzek.

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Wanzek, J., Vaughn, S., Scammacca, N. et al. Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3. Educ Psychol Rev 28, 551–576 (2016). https://doi.org/10.1007/s10648-015-9321-7

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