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Wanzek J, Vaughn S, Scammacca N, et al. Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3. Educ Psychol Rev. 2015;28(3):551-576doi: 10.1007/s10648-015-9321-7.
Wanzek, J., Vaughn, S., Scammacca, N., Gatlin, B., Walker, M. A., & Capin, P. (2016). Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3. Educational psychology review, 28(3), 551-576. https://doi.org/10.1007/s10648-015-9321-7
Wanzek, Jeanne, et al. "Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3." Educational psychology review vol. 28,3 (2016): 551-576. doi: https://doi.org/10.1007/s10648-015-9321-7
Wanzek J, Vaughn S, Scammacca N, Gatlin B, Walker MA, Capin P. Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3. Educ Psychol Rev. 2016 Sep;28(3):551-576. doi: 10.1007/s10648-015-9321-7. Epub 2015 Jun 28. PMID: 27594774; PMCID: PMC5007082.
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Educ Psychol Rev. 2016 Sep;28(3):551-576. doi: 10.1007/s10648-015-9321-7. Epub 2015 Jun 28.

Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3.

Educational psychology review

Jeanne Wanzek, Sharon Vaughn, Nancy Scammacca, Brandy Gatlin, Melodee A Walker, Philip Capin

Affiliations

  1. Vanderbilt University.
  2. The University of Texas at Austin.
  3. Florida State University.

PMID: 27594774 PMCID: PMC5007082 DOI: 10.1007/s10648-015-9321-7

Abstract

This meta-analysis extends previous work on extensive Tier 3 type reading interventions (Wanzek & Vaughn, 2007; Wanzek et al., 2013) to Tier 2 type interventions by examining a non-overlapping set of studies addressing the effects of less extensive reading interventions for students with or at risk for reading difficulties in Grades K-3. We examined the overall effects of these interventions on students' foundational skills, language, and comprehension as well as the intervention features that may be associated with improved outcomes. We conducted four meta-analyses on 72 studies to examine effects on (1) standardized foundational skill measures (mean ES = 0.54), (2) not-standardized foundational skill measures (mean ES = 0.62), (3) standardized language/comprehension measures (mean ES = 0.36), and (4) not-standardized language/comprehension measures (mean ES = 1.02). There were no differences in effects related to intervention type, instructional group size, grade level, intervention implementer, or the number of intervention hours.

Keywords: RTI; reading intervention; response to intervention; tier 2

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