ERIC Number: EJ1442482
Record Type: Journal
Publication Date: 2024-Nov
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0141-0423
EISSN: EISSN-1467-9817
Evidence-Based Support Provided to Struggling Readers in Later Primary Years in the UK: A Scoping Review
Journal of Research in Reading, v47 n4 p626-647 2024
Background: In the last two decades, a number of empirical studies investigated the impact of UK-based interventions for struggling readers in later primary years (called Key Stage 2 or KS2 in the UK). However, to date, there are no reviews that look at the extent and nature of the existing UK-based literature. This scoping review explores the extent of the available literature focusing on struggling readers in KS2 and aims to summarise the findings of available research. Methods: A scoping review methodology was used, and six databases were searched from 2000 to 2022. The initial search yielded 1236 studies, of which 24 met the eligibility criteria and were included in this review. Results: Most of the included studies (21 out of 24) demonstrated positive outcomes, and the support provided led to improvement in the reading skills of struggling readers in KS2. The available intervention programmes included a wide range of intensity, varied group sizes and targeted different reading skills. There is currently insufficient evidence to suggest the relative efficacy of one intervention over another. Conclusions: The review confirmed the need for more robust research in this area and highlighted the importance of learning lessons from the international evidence base.
Descriptors: Reading Difficulties, Foreign Countries, Evidence Based Practice, Elementary Education, Literature Reviews, Reading Skills, Student Characteristics, Reading Instruction
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Information Analyses
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A