Educational Interventions for Primary School Students with Dyslexia--A Mapping Study

Autor/inn/en	Skocic Mihic, Sanja; Martan, Valentina; Roncevic Zubkovic, Barbara
Titel	Educational Interventions for Primary School Students with Dyslexia--A Mapping Study
Quelle	In: Reading & Writing Quarterly, 38 (2022) 5, S.415-435 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Skocic Mihic, Sanja) ORCID (Martan, Valentina) ORCID (Roncevic Zubkovic, Barbara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2021.1972879
Schlagwörter	Elementary School Students; Dyslexia; Students with Disabilities; Intervention; Educational Technology; Reading Skills; Language Skills; Computer Software; Instructional Materials; Academic Accommodations (Disabilities); Research Design; Foreign Countries; North America; Middle East; Europe; Indonesia; Latin America; Asia; Africa + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Unterrichtsmedien; Reading skill; Lesefertigkeit; Language skill; Sprachkompetenz; Lehrmaterial; Lehrmittel; Forschungsdesign; Ausland; Nordamerika; Vorderasien; Europa; Indonesien; Lateinamerika; Asien; Afrika
Abstract	Numerous studies in different science fields have examined the various aspects of educational interventions designed to facilitate learning outcomes in students with dyslexia. The aim of this study was to present an overview of empirical research related to interventions aimed at primary school students with dyslexia. Mapping was conducted to identify studies on this topic published from 2015 to 2019 and included in the Scopus database. The descriptive data from 57 studies were analyzed to present a classification scheme of research design, type of educational intervention, implementation of technology in educational interventions, and aim of the intervention. The results indicated an increasing trend in the last 5 years in the publication of papers in researched areas related to educational interventions for students with dyslexia, with uneven representation among countries. The analyzed empirical studies were mostly analytic, using different designs, with a slightly higher prevalence of (quasi) experimental versus descriptive designs. As expected, the goal of most educational interventions was directed toward the development of (pre)reading skills, with a wider prevalence of structured language-based programs, followed by software specialized to support learning, whereas adaptations of instructional materials and innovative information and communication technology (ICT) were less used. Mapping indicated the frequent use of ICT in all educational interventions, and more evidence is needed for complex rigorous experimental designs and interventions related to teaching in the classroom, as well as interventions aimed at facilitating the self-regulation of students with dyslexia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01