Elmar Souvignier, Faye Antoniou:
Förderung des Leseverständnisses bei Schülerinnen und Schülern mit Lernschwierigkeiten - eine Metaanalyse
Stimulating Reading Comprehension in Students with Learning Disabilities - a Meta-Analysis

2007, 46-62

Summary: This synthesis of 81 intervention studies in the domain of stimulating reading comprehension of students with learning disabilities addresses two different fields: effect of design-characteristics and of contents of treatments. With respect to design-characteristics, the testing procedure, the duration of the intervention and the educational setting have a relevant impact on the results. Researchers tend to follow two distinct design-approaches: a “controlled type” of studies (short interventions, which are applied in remedial settings and evaluated by experimenter-developed tests) with a high mean effect-size of d=1.20 and an “ecologically valid type” (long interventions in regular classrooms, assessed by standardised measures) with a mean effect-size of d=0.59. With regard to the contents, trainings to impart Questioning Strategies prove to be very effective (d=1.33). However, it was found that such trainings are mostly implemented under the above-mentioned beneficial controlled design-conditions. Moreover, results indicate, that programs which use strategy-instruction, self-monitoring and explicit instruction by the teacher are the most effective.

Keywords: Reading comprehension, reading strategies, reading instruction, learning disabilities, evaluation

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