What recent reviews tell us about the efficacy of reading interventions for struggling readers in the early years of schooling

International Journal of Disability, Development and Education

Volumn 58, Issue 3, 2011, Pages 257-286

  Reynolds, Meree ^a   Wheldall, Kevin ^a   Madelaine, Alison ^a  

^a MACQUARIE UNIVERSITY   (Australia)

Author keywords

Components of reading; Literacy; Reading acquisition; Reading intervention; Reading researchers; Struggling readers

Indexed keywords

EID: 80052533812     PISSN: 1034912X     EISSN: 1465346X     Source Type: Journal    
DOI: 10.1080/1034912X.2011.598406     Document Type: Review

References (104)

1. Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: The MIT Press.
2. Anderson, V., Bowey, J., Bretherton, L., Brunsdon, R., Castles, A., Coltheart, M., et al. (2004). Reading instruction in Australian schools: An 'open' letter to Dr Brendan Nelson, Australia Government Minister for Education, Science and Training. Retrieved from http://www.maccs.mq.edu.au/ddoll/documents/nelson_letter.pdf
3. Baker, S., Gersten, R., & Keating, T. (2000). When less may be more: A 2-year longitudinal evaluation of a volunteer tutoring program requiring minimal training. Reading Research Quarterly, 35, 494-519. doi:10.1598/RRQ.35.4.3
4. Banda, D. R., & Therrien, W. J. (2008). A teacher's guide to meta-analysis. Teaching Exceptional Children, 41, 66-71.
5. Beech, J. R. (2005). Ehri's model of phases of learning to read: A brief critique. Journal of Research in Reading, 28, 50-58. doi:10.1111/j.1467-9817.2005.00252.x
6. Borman, G. D., Slavin, R. E., Cheung, A., Chamberlain, A., Madden, N., & Chambers, B. (2007). Final reading outcomes of the national randomized field trial of Success for All. American Educational Research Journal, 44, 701-731.
7. Bost, L. W., & Riccomini, P. J. (2006). Effective instruction: An inconspicuous strategy for dropout prevention. Remedial and Special Education, 27, 301-311. doi:10.1177/07419325060270050501
8. Brooks, G. (2007). Rationality and phonics: A comment on Wyse and Styles (2007). Literacy, 41, 170-173. doi:doi:10.1111/j.1467-9345.2007.00472_2.x
9. Brynner, J. (2008). Illuminating disadvantage. Education Journal, 110, 34-35.
10. Burns, M. K., Jacob, S., & Wagner, A. R. (2007). Ethical and legal issues associated with using response-to-intervention to assess learning disabilities. Journal of School Psychology, 46, 263-279. doi:10.1016/j.jsp.2007.06.001
11. Byrne, B. (1992). Studies in the acquisition procedure for reading: Rationale, hypotheses, and data. In P. B. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 1-34). Hillsdale, NJ: Lawrence Erlbaum Associates.
12. Camilli, G., Kim, S. H., & Vargas, S. (2008). A response to Steubing et al., "Effects of systematic phonics instruction are practically significant": The origins of the National Reading Panel. Education Policy Analysis Archives, 16(16), 1-17. Retrieved from http://epaa.asu.edu/ojs/article/view/41/167
13. Camilli, G., Vargas, S., & Yurecko, M. (2003). Teaching children to read: The fragile link beween science and federal education policy. Education Policy Analysis Archives, 11(15), 1-49. Retrieved from http://epaa.asu.edu/ojs/article/view/243/369
14. Cassidy, J., & Cassidy, D. (2008). What's hot, what's not for 2008? Reading Today, 25, 10-11.
15. Catts, H., Adlof, S., & Weismer, S. (2003). Language deficits in poor comprehenders. A case for the simple view of reading. Journal of Speech, Language and Hearing Research, 49, 278-293. doi:10.1044/1092-4388(2006/023)
16. Chall, J. S. (1999). Commentary: Some thoughts on reading research: Revisiting the first-grade studies. Reading Research Quarterly, 34, 8-10.
17. Chapman, J. W., Tunmer, W. E., & Prochnow, J. E. (2000). Early reading-related skills and performance, reading self-concept, and the development of academic self-concept: A longitudinal study. Journal of Educational Psychology, 92, 703-708. doi:10.1037//0022-0663.92.4.703
18. Chard, D. J., & Osborn, J. (1999). Word recognition instruction: Paving the road to successful reading. Intervention in School and Clinic, 34, 271-278. doi:10.1177/105345129903400503
19. Clark, M. M. (2006). The Rose Report in context: What will be the impact on the teaching of reading? Education Journal, 97, 27-29.
20. Clay, M. M. (1993). Reading recovery: A guidebook for teachers in training. Auckland: Heinemann Education.
21. Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability ten years later. Developmental Psychology, 33, 934-945. doi:10.1037//0012-1649.33.6.934
22. D'Agostino, J. V., & Murphy, J. A. (2004). A meta-analysis of Reading Recovery in United States schools. Educational Evaluation and Policy Analysis, 26, 23-28. doi:10.3102/01623737026001023
23. Department for Education. (1997-2010). The National Strategies: The waves of intervention model. Retrieved from http://nationalstrategies.standards.dcsf.gov.uk/node/41795
24. Department of Education, Science and Training. (2005a). National Inquiry into the Teaching of Literacy (NITL). Teaching reading: Report and recommendations. Retrieved from http://www.dest.gov.au/nitl/documents/report_recommendations.pdf
25. Department of Education, Science and Training. (2005b). National Inquiry into the teaching of literacy: A review of the evidence-based research literature on approaches to the teaching of literacy, particularly those that are effective in assisting students with reading difficulties. Retrieved from http://www.dest.gov.au/nitl/documents/literature_review.pdf
26. Dolch, E. W. (1936). A basic sight vocabulary. The Elementary School Journal, 36, 456-460.
27. Ehri, L. C. (1992). Reconceptualizing the development of sight word reading and its relationship to recoding. In P. B Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 107-143). Hillsdale, NJ: Lawrence Erlbaum Associates.
28. Ehri, L. C. (1995). Phases of development in learning to read by sight. Journal of Research in Reading, 18, 116-125. doi:10.1111/j.1467-9817.1995.tb00077.x
29. Ehri, L. C. (2003). Systematic phonics instruction: Findings of the National Reading Panel. Retrieved from http://www.standards.dfes.gov.uk/pdf/literacy/lehri_phonics.pdf
30. Ehri, L. C., Nunes, S. R., Willows, D. W., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta-analysis. Reading Research Quarterly, 36, 250-287. doi:10.1598/RRQ.36.3.2
31. Ehri, L. C., & Wilce, L. S. (1985). Movement into reading: Is the first stage of printed word learning visual or phonetic? Reading Research Quarterly, 20, 163-179. doi:10.2307/747753
32. Elbaum, B., Vaughn, S., Hughes, M. T., & Moody, S. W. (2000). How effective are one-to-one tutoring programmes in reading for elementary students at risk of reading failure? A metaanalysis of the intervention research. Journal of Educational Psychology, 92, 605-619. doi:10.1037/0022-0663.92.4.605
33. Ensminger, M. E., & Slusarcick, A. L. (1992). Paths to high school graduation or dropout: A longitudinal study of a first-grade cohort. Sociology of Education, 65, 95-113. doi:10.2307/2112677
34. Foorman, B. R., Breier, J. I., & Fletcher, J. M. (2003). Intervention aimed at improving reading success: An evidence-based approach. Developmental Neuropsychology, 24, 613-639. doi:10.1207/S15326942DN242&3_06
35. Foorman, B. R., Francis, D. J., Fletcher, J. M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90, 37-55. doi:10.1037//0022-0663.90.2.235
36. Fuchs, D., & Fuchs, L. S. (2006). Introduction to Response to Intervention: What, why, and how valid is it? Reading Research Quarterly, 41, 93-99. doi:10.1598/RRQ.41.1.4
37. Fuchs, D., Fuchs, L. S., Thompson, A., Svenson, E., Yen, L., Al Otaiba, S., et al. (2001). Peerassisted learning strategies in reading: Extensions for kindergarten, first grade, and high school. Remedial and Special Education, 22, 15-21.
38. Fuchs, L. S., & Fuchs, D. (1998). Treatment validity: A unifying concept for reconceptualising the identification of learning disabilities. Learning Disabilities Research and Practice, 13, 204-219.
39. Garan, E. M. (2001). Beyond the smoke and mirrors. Phi Delta Kappan, 82, 500-506.
40. Gersten, R., & Brengelman, S. U. (1996). The quest to translate research into classroom practice: The emerging knowledge base. Remedial and Special Education, 17, 67-75. doi:10.1177/074193259601700202
41. Gersten, R., Compton, D., Connor, C. M., Dimino, J., Santoro, L., Linan-Thompson, S., et al. (2009). Assisting students struggling with reading: Response to Intervention and multi-tier inteventions in the primary grades. A practice guide. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides
42. Gough, P. B., & Tunmer, W. E. (1986). Decoding reading, and reading disability. Remedial and Special Education, 7, 6-10. doi:10.1177/074193258600700104
43. Greenwood, C. (2001). Introduction to topical issue: Bridging the gap between research and practice in special education: Issues and implications for teacher preparation. Teacher Education and Special Education, 24, 273-275.
44. Hammill, D. D., & Swanson, H. L. (2006). The National Reading Panel's meta-analysis of phonics instruction: Another point of view. The Elementary School Journal, 107, 17-26. doi:10.1086/509524
45. Hattie, J. A. C. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. Abingdon, UK: Routledge.
46. Hempenstall, K. (2004). How might a stage model of reading development be helpful in the classroom? Educational Psychology, 24, 727-751.
47. Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2, 127-160. doi:10.1007/BF00401799
48. Individuals with Disabilities Education Improvement Act. (2004). Pub. L. No. 108-446.
49. Iverson, S., & Tunmer, W. E. (1993). Phonological processing skills and the Reading Recovery program. Journal of Educational Psychology, 85, 112-125.
50. Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437-447. doi:10.1037//0022- 0663.80.4.437
51. Juel, C. (1991). Beginning reading. In R. Barr, M. K. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 759-788). White Plains, NY: Longman.
52. Kamhi, A. G. (1991). Causes and consequences of reading disabilities. In A. G. Kamhi & H. W. Catts (Eds.), Reading disabilities: A developmental language perspective (pp. 67-100). Needham Heights, MA: Allyn and Bacon.
53. Kavale, K. A., Holdnack, J. A., & Mostert, M. P. (2005). Responsiveness to intervention and the identification of specific learning disability: A critique and alternative proposal. Learning Disability Quarterly, 28, 2-17.
54. Lindamood, P., & Lindamood, P. (1998). Lindamood Phonemic Sequencing (LiPS). Retrieved from http://www.lindamoodbell.com
55. Madden, N. A., Slavin, R. E., Karweit, N., Dolan, L., & Wasik, B. A. (1993). Success for All: Longitudinal effects of a restructuring program for inner-city elementary schools. American Educational Research Journal, 30, 123-148.
56. Mathes, P. G., & Babyak, A. E. (2001). The effects of peer-assisted literacy strategies for firstgrade readers with and without additional mini-skills lessons. Learning Disabilities Research and Practice, 16, 28-44.
57. Mathes, P. G., Howard, J. K., Allen, S. H., & Fuchs, D. (1998). Peer-assisted learning strategies for first-grade readers: Responding to the needs of diverse learners. Reading Research Quarterly, 33, 62-94.
58. Mathes, P. G., Torgesen, J. K., Clancy-Menchetti, J., Santi, K., Nicholas, K., Robinson, C., et al. (2003). A comparison of teacher-directed versus peer-assisted instruction to struggling firstgrade readers. The Elementary School Journal, 103, 459-479. doi:10.1086/499735
59. McKenzie, R. G. (2009). Obscuring vital distinctions: The oversimplification of learning disabilities within RTI. Learning Disability Quarterly, 32, 203-215.
60. Mesmer, E. M., & Mesmer, H. A. E. (2008). Response to Intervention (RTI): What teachers of reading need to know. The Reading Teacher, 62, 280-290. doi:10.1598/RT.62.4.1
61. Morgan, P. L., Fuchs, D., Compton, D. L., Cordray, D. S., & Fuchs, L. S. (2008). Does early reading failure decrease children's reading motivation? Journal of Learning Disabilities, 41, 387-404. doi:10.1177/0022219408321112
62. National Center on Response to Intervention. (2009). RTI state database: The states chart. Retrieved from http://state.rti4success.org/index.php?option=com_chart
63. National Institute of Child Health and Human Development (NICHD). (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: US Government Printing Office.
64. No Child Left Behind Act of 2001, Pub. L. No. 107-110, x115 Stat. 1425 (2002).
65. Oregon Children's Foundation. (n.d.). Start Making A Reader Today (SMART). Retrieved from http://www.getsmartoregon.org
66. Paris, S. G., & Hoffman, J. V. (2004). Reading assessments in kindergarten through third grade: Findings from the Center for the Improvement of Early Reading Achievement. The Elementary School Journal, 105, 199-217. doi:10.1086/428865
67. Pinnell, G. S., DeFord, D. E., & Lyons, C. A. (1988). Reading Recovery: Early intervention for at-risk first graders. Arlington, VA: Educational Research Service.
68. Pinnell, G. S., Lyons, A., DeFord, D. E., Bryk, A. S., & Seltzer, M. (1994). Comparing instructional models for the literacy education of high-risk first graders. Reading Research Quarterly, 29, 9-38.
69. Pressley, M., Graham, S., & Harris, K. (2006). The state of educational intervention research as viewed through the lens of literacy intervention. British Journal of Educational Psychology, 76, 1-19. doi:10.1348/000709905X66035
70. Reynolds, M., & Wheldall, K. (2007). Reading Recovery twenty years down the track: Looking forward, looking back. International Journal of Disability, Development and Education, 54, 199-223.
71. Reynolds, M., Wheldall, K., & Madelaine, A. (2009). The devil is in the detail regarding the efficacy of Reading Recovery: A rejoinder to Schwartz, Hobsbaum, Briggs, and Scull. International Journal of Disability, Development and Education, 56, 17-35. doi:10.1080/10349120802681580
72. Reynolds, M., Wheldall, K., & Madelaine, A. (2010). Components of effective early reading interventions for young struggling readers. Australian Journal of Learning Difficulties, 15, 171-192.
73. Rose, J. (2006). Independent review of the teaching of early reading: Final report. Retrieved from http://www.standards.dfes.gov.uk/rosereview
74. Rowe, K. (2006). Effective teaching practices for students with and without learning difficulties: Issues and implications surrounding key findings and recommendations from the National Inquiry into the Teaching of Literacy. Australian Journal of Learning Difficulties, 11, 99-115. doi:10.1080/19404150609546813
75. Samuels, C. A. (2008). "Response to Intervention" sparks interest, questions. The Education Digest, 73, 21-24.
76. Scanlon, D. M., Vellutino, F. R., Small, S. G., Fanuele, D. P., & Sweeney, J. M. (2005). Severe reading difficulties-can they be prevented? A comparison of prevention and intervention approaches. Exceptionality, 13, 209-227. doi:10.1207/s15327035ex1304_3
77. Schatschneider, C., Fletcher, J., Francis, D., Carlson, C., & Foorman, B. (2004). Kindergarten prediction of reading skills: A longitudinal comparative study. Journal of Educational Psychology, 96, 265-282.
78. Schwartz, R. M. (2005). Literacy learning of at-risk first grade students in the Reading Recovery early intervention. Journal of Educational Psychology, 97, 257-267. doi:10.1037/0022-0663.97.2.257
79. Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55, 151-218.
80. Share, D. L., & Gur, T. (1999). How reading begins: A study of preschoolers' print identification strategies. Cognition and Instruction, 17, 177-213. doi:10.1207/S1532690XCI170202
81. Simmons, D. C., Coyne, M. D., Kwok, O., McDonagh, S., Ham, B. A., & Kame'enui, E. J. (2008). Indexing response to intervention: A longitudinal study of reading risk from kindergarten through third grade. Journal of Learning Disabilities, 41, 158-173. doi:10.1177/0022219407313587
82. Slavin, R. E., Lake, C., Davis, S., & Madden, N. A. (2009). Effective programs for strugglingreaders: A best-evidence synthesis. Retrieved from http://www.bestevidence.org/reading/strug/strug_read.htm
83. Slavin, R. E., & Madden, N. A. (Eds.). (2001). Success for All: Research and reform in elementary education. Mahwah, NJ: Lawrence Erlbaum.
84. Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
85. Spear-Swerling, L., & Sternberg, R. J. (1996). Off track. When poor readers become "learning disabled". Boulder, CO: Westview Press.
86. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407. doi:10.1598/RRQ.21.4.1
87. Stanovich, K. E. (1988). Explaining the differences between the dyslexic and the garden-variety poor reader: The phonological core difference model. Journal of Learning Disabilities, 21, 590-604.
88. Stanovich, K. E. (1991). Word recognition: Changing perspectives. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. II, pp. 418-452). White Plains, NY: Longman.
89. Stanovich, K. E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York: The Guilford Press.
90. Steubing, K. K., Barth, A. E., Cirino, P. T., Francis, D. J., & Fletcher, J. M. (2008). A response to recent reanalyses of the National Reading Panel Report: Effects of systematic phonics instruction are practically significant. Journal of Educational Psychology, 100, 123-134. doi:10.1037/0022-0663.100.1.123
91. Stuart, M., Stainthorp, R., & Snowling, M. (2008). Literacy as a complex activity: Deconstructing the simple view of reading. Literacy Teaching and Learning, 42, 59-66. doi:10.1111/j.1741-4369.2008.00490.x
92. Taylor, B., Short, R., Shearer, B., & Frye, B. (1995). First grade teachers provide early reading intervention in the classroom. In R. L. Allington & S. A. Walmsley (Eds.), No quick fix: Rethinking literacy programs in America's elementary schools (pp. 159-176). New York: Teachers College Press.
93. Torgesen, J. K. (2004). Preventing early reading failure. American Educator. Retrieved from http://www.aft.org/pubs-reports/american_educator/issues/fall04/reading.htm
94. Torgesen, J. K. (2005). Recent discoveries from research in remedial interventions for children with dyslexia. In M. J. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 521-537). Oxford: Blackwell.
95. Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1999). Test of word reading efficiency (TOWRE). Austin, TX: PRO-ED.
96. Torgesen, J. K., Wagner, R. K., Rashotte, C., & Herron, J. (2003). Summary of outcomes from first grade study with Read, Write and Type and Auditory Discrimination in Depth instruction and software with at-risk children (FCRR Tech Report No 2). Retrieved from http://www.fcrr.org/TechnicalReports/RWTfullreport.pdf
97. Vaughn, S., & Fuchs, L. S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research and Practice, 18, 137-146. doi:10.1111/1540-5826.00070
98. Vellutino, F. R., & Denkla, M. B. (1991). Cognitive and neuropsychological foundations of word identification in poor and normally developing readers. In R. Barr, M. K. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. II, pp. 571-608). White Plains, NY: Longman.
99. Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small, S. G., Pratt, A., Chen, R., et al. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88, 601-638. doi:10.1037//0022-0663.88.4.601
100. Wanzek, J., & Vaughn, S. (2007). Research-based implications from extensive early reading interventions. School Psychology Review, 36, 541-561.
101. What Works Clearinghouse (WWC). (2007). Beginning reading. Retrieved from http://ies.ed.gov/ncee/wwc/reports/beginning_reading/topic
102. Wilkinson, L. (2006). The National Inquiry into the Teaching of Literacy: One teacher-educator's response. Opinion, 50, 35-38.
103. Woodcock, R. W. (1987). Woodcock Reading Mastery Tests-Revised. Circle Pines, MN: American Guidance Service.
104. Wyse, D., & Styles, M. (2007). Synthetic phonics and the teaching of reading: The debate surrounding England's 'Rose Report'. Literacy, 41, 35-42.