This meta-analysis synthesized 97 effect sizes extracted from 37 intervention studies for students with reading difficulties (RDs) in Grades 6 to 12 published between 1982 and 2021 to identify the overall impact of reading interventions and the moderating effects of intervention characteristics and study design characteristics. Random-effects…

America's educational system is graduating high school students who are unable to meet the literacy demands of the 21st Century. To be successful, a student must be able to gain knowledge, act as a problem solver, and possess the ability to make informed decisions in all aspects of life (Goldman, 2012). A deficit in reading comprehension can…

A 2-year, randomized control trial with 9th to 10th grade students with significant reading problems was provided for 50 minutes a day in small groups. Comparison students were provided an elective class and treatment students the reading intervention. Students were identified as demonstrating reading difficulties through failure on their state…

This study examined the effects of three types of reading interventions on the science text reading of secondary students with learning disabilities (LD). Twenty 10th-grade students with LD participated in the study. Using a within-subjects design, the relative effects of three different instructional approaches--text reading, vocabulary learning,…

It is considered valuable to take advantage of web activities to improve and qualify the English teaching and learning processes, especially in the promotion of reading comprehension. In this article we share the process and results of a study that focused on some activities based on web materials that were designed and used with 10th grade…

Relates an experiment in which relaxation techniques and visual image training enhanced poor readers' comprehension and literal recall of narrative prose. (HOD)

A study was conducted to determine if instruction in the cloze procedure could affect standardized reading comprehension test scores. Subjects were 33 high school sophomores enrolled in two separate remedial reading classes. One intact class served as the experimental group, the other as the control. All subjects were given the Gates MacGinitie…

A study investigated the effects of a spatial adjunct aid--maps--upon probed comprehension and free recall with respect to a text in which map-related information (macropropositions) could be clearly distinguished from more abstract information (micropropositions). Forty-eight tenth grade students were randomly assigned to either a control group…

A study was conducted to determine whether high and low ability comprehenders would benefit from induced lookbacks over naturally occurring text. Subjects were 64 tenth grade students selected on the basis of how their self-perceived proficiency matched their actual reading achievement as measured on a standardized test. The subjects were randomly…

Automaticity training was provided to an experimental group of eight high school sophomores whose reading achievement fell below the seventy-fifth percentile on the New Jersey Minimum Basic Skills Test to determine the effect of such training on reading comprehension. The 16 subjects (experimental and control groups) were pretested using the Gates…

An integrated reading program was developed and implemented to raise reading comprehension levels and attitudes toward reading in two groups of urban comprehensive high school students. A targeted group of 10th-grade English 2 Regular and English 2 Skills students was established for the program with the objective to reduce reading deficits that…

This study determined whether relevant instructional materials used by vocational-technical students would have an effect on improving vocabulary, comprehension, and total reading scores and whether such materials would produce a more favorable attitude toward the subject of English. The treatment group used a workbook designed for…

Reports the results of two studies which further examine the relations of motivational-variables contribution to reading achievement and text comprehension. Results revealed that reading amount significantly predicted text comprehension (with other variables controlled) in both studies (Study 1 included third and fifth graders; Study 2 included…

A study was conducted to examine whether improved and more intensive teaching of conceptualization and abstract reasoning skills could be a factor in the improvement of reading comprehension. Subjects were 48 high school sophomores reading at or below grade level, evenly divided in experimental and control groups, from four intact classes. A…