Most students with reading difficulties struggle to read words. We examined intervention effects for students with "significant" word reading difficulties (SWRD; standard score of 80 on at least one pretest measure of word reading), which includes individuals with or at risk for dyslexia. We investigated: (a) What are the effects of…

Despite concerted efforts to improve the reading skills of English language learners (ELLs), it remains unclear if the interventions they have been receiving produce any positive results. Thus, the purpose of this meta-analysis was to examine how effective reading interventions are in improving ELLs' reading skills and what factors may influence…

The purpose of this research was to systematically review the effects of repeated reading (RR) interventions on reading fluency to provide instructional strategies for students with reading disabilities (RD). Correct words per minute were coded as an outcome variable in a search that yielded 34 RR intervention studies from 1990 to 2014 for…

When classifying the evidence base of practices, special education scholars typically appraise study quality to identify and exclude from consideration in their reviews unacceptable-quality studies that are likely biased and might bias review findings if included. However, study quality appraisals used in the process of identifying evidence-based…

A synthesis of research on interventions designed to build reading fluency in students with learning disabilities identified 24 studies on various interventions. Results suggested that effective interventions include explicit models of reading fluency, multiple opportunities to read familiar text repeatedly, independently, and with corrective…

This article applies results of a previous meta-analysis of effective instructional practices with adolescents who have learning disabilities focusing on the factor, "Organization/Explicit," which contributed significant variance to effect size. This factor included the important instructional components of advance organization and explicit…

This article summarizes single-subject design intervention studies that include students with learning disabilities. Effect sizes of 85 studies were analyzed across instructional domains, sample characteristics, intervention parameters, and methodological procedures. Findings are supportive of the pervasive influence of cognitive strategy and…