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ABSTRACT
Previous research studies examining the effects of reading interventions on social outcomes for five- to twelve-year-old students with reading difficulties are synthesized. Twenty-seven studies published between 1975 and 2002 met criteria for inclusion in this synthesis. Small, positive effects for several social outcomes are summarized. Reading interventions that implemented group interactive learning situations yielded the strongest effects on social outcomes for students; however, participation in reading interventions yielded negative effects on measures of attitude. Implications for researchers and teachers regarding social outcomes from reading interventions are highlighted.
Notes
∗Studies included in synthesis
