Meta-Analyses of Reading Intervention Studies Including Students with Learning Disabilities: A Methodological Review

Autor/inn/en	King, Seth; Wang, Lanqi; Datchuk, Shawn M.; Rodgers, Derek B.
Titel	Meta-Analyses of Reading Intervention Studies Including Students with Learning Disabilities: A Methodological Review
Quelle	In: Journal of Learning Disabilities, 56 (2023) 3, S.210-224 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (King, Seth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/00222194221077688
Schlagwörter	Literature Reviews; Reading Instruction; Learning Disabilities; Academic Ability + Suchen Sie Ihr Suchwort? Leseunterricht; Learning handicap; Lernbehinderung
Abstract	Learning disabilities (LD) may affect a range of academic skills but are most often observed in reading. Researchers and policymakers increasingly recommend addressing reading difficulties encountered by students with LD using evidence-based practices, or interventions validated through multiple, high-quality research studies. A valuable tool in identifying evidence-based practices is the meta-analysis, which entails statistically aggregating the results obtained through primary studies. Specific methods used in meta-analyses have the potential to influence their findings, with ramifications for research and practice. This review assessed the methodological features of the systematic reviews and analytic procedures featured in meta-analyses of reading intervention studies that included students with LD written between 2000 and 2020. Identified articles (N = 23) suggest that meta-analyses have become more prevalent and transparent over time, notwithstanding issues related to publication bias and the opacity of coding procedures. A discussion of implications follows a description of results. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01