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 reading interventions for students in grades 3-12 with SWRD? and (b) What intervention features (i.e., instructional components and elements of dosage) are related to improved reading outcomes for the target population? A meta-analysis of 22 studies and 208 effect sizes revealed a statistically significant, positive, mean effect (g = 0.14, standard error [SE] = 0.04, p = .01, 95% confidence interval [CI]: [0.04, 0.23]) of interventions for the target population. Subset analyses revealed positive, statistically significant intervention effects on measures of pseudoword reading (g = 0.38, SE = 0.07, p = .0003, 95% CI [0.21, 0.54]) and pseudoword reading fluency (g = 0.29, SE = 0.09, p = .010, 95% CI [0.09, 0.49]). Moderator analyses yielded statistically significant, positive effects associated with increased total hours of intervention, β = 0.003, SE = 0.0009, t(8.31) = 3.58, p = .007. Overall, findings indicate a need for interventions that improve generalized real-world reading for the target population.

中文翻译：

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针对 3-12 年级有严重单词阅读困难的学生的阅读干预。

大多数有阅读困难的学生都很难阅读单词。我们研究了对有严重单词阅读困难的学生（SWRD；至少一项单词阅读预测试标准得分为 80 分）的干预效果，其中包括患有阅读障碍或有阅读障碍风险的个人。我们调查了： (a) 阅读干预对患有 SWRD 的 3-12 年级学生有何影响？(b) 哪些干预措施（即教学内容和剂量要素）与改善目标人群的阅读结果相关？对 22 项研究和 208 个效应量进行的荟萃分析显示，具有统计显着性、积极的平均效应（g = 0.14，标准误差 [SE] = 0.04，p = .01，95% 置信区间 [CI]：[0.04，0.23 ]）针对目标人群的干预措施。子集分析显示，对伪词阅读（g = 0.38，SE = 0.07，p = .0003，95% CI [0.21，0.54]）和伪词阅读流畅性（g = 0.29，SE = 0.09， p = .010，95% CI [0.09，0.49]）。调节分析产生了与干预总时间增加相关的统计显着的积极效应，β = 0.003，SE = 0.0009，t(8.31) = 3.58，p = .007。总体而言，研究结果表明需要采取干预措施来提高目标人群的普遍现实世界阅读能力。