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Tier 2 intervention...
Tier 2 interventions within the RtI-model for developing students' word decoding – a systematic review and meta-analysis
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- Nilvius, Camilla, 1974- (författare)
- Linnéuniversitetet,Institutionen för pedagogik och lärande (PEL)
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- Carlsson, Rickard, 1984- (författare)
- Linnéuniversitetet,Institutionen för psykologi (PSY)
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- Fälth, Linda, 1973- (författare)
- Linnéuniversitetet,Institutionen för pedagogik och lärande (PEL),Utbildning i förändring,Litteracitet & undervisning
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- Nordström, Thomas, Filosofie doktor i psykologi, 1977- (författare)
- Linnéuniversitetet,Institutionen för psykologi (PSY)
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(creator_code:org_t)
- 2021-11-17
- 2021
- Engelska.
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Ingår i: Cogent Education. - : Taylor & Francis Group. - 2331-186X. ; 8:1
- Relaterad länk:
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https://doi.org/10.1...
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https://lnu.diva-por... (primary) (Raw object)
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https://www.tandfonl...
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https://urn.kb.se/re...
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https://doi.org/10.1...
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Abstract
Ämnesord
Stäng
- This pre-registered systematic review and meta-analysis aimed to answer if K-2 students at risk (Population) for reading impairment benefited from a response to tier 2 reading intervention (Intervention) compared to teaching as usual, (Comparator), on word decoding outcomes (Outcome), based on randomized controlled trials (Study type). Eligibility criteria were adequately sized (N > 30 per group) randomized controlled trials of tier 2 reading interventions within response to intervention targeting K-2 at risk students (percentile 40) compared with teaching as usual (TAU). Reading interventions had to be at least 20 sessions and conducted in a school setting with at least 30 students in each group and containing reading activities. Comparator could not be another intervention. Only decoding tests from Woodcock Reading Mastery Test-Revised (WRMT) and Test of Word Reading Efficiency (TOWRE) were included.Information sources: Database search was conducted 2019–05-20 in ERIC, PsycINFO, LLBA, WOS, and additionally in Google Scholar as well as a hand search in previous reviews and meta-analyses. The searches were updated on 2021–03-21. Risk of bias: Studies were assessed with Cochrane’s Risk of Bias 2, R-index and funnel plots. A random-effects model was used to analyze the effect sizes (Hedges’ g). Seven studies met the eligibility criteria but only four had sufficient data to extract for the meta-analysis. The weighted mean effect size across the four included studies was Hedges’ g = 0.31, 95% CI [0.12, 0.50] which means that the intervention group improved their decoding ability more than students receiving TAU. A Leave-one-out analysis showed that the weighted effect did not depend on a single study. Students at risk of reading difficulties benefit from tier 2 reading intervention conducted within response to intervention regarding a small effect on the students decoding ability. Only four studies met inclusion criteria and all studies had at least some risk of bias. Tier 2 reading interventions, conducted in small groups within RtI, can to some extent support decoding development as a part of reading factors.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogy (hsv//eng)
Nyckelord
- Education
- Education
- Pedagogik
Publikations- och innehållstyp
- ref (ämneskategori)
- art (ämneskategori)
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