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International Journal of Disability, Development and Education Volume 58, 2011 - Issue 3
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Articles

What Recent Reviews Tell Us About the Efficacy of Reading Interventions for Struggling Readers in the Early Years of Schooling

Meree Reynolds Macquarie University Special Education Centre, Macquarie University, Sydney, New South Wales, AustraliaCorrespondence[email protected]
,
Kevin Wheldall Macquarie University Special Education Centre, Macquarie University, Sydney, New South Wales, Australia
&
Alison Madelaine Macquarie University Special Education Centre, Macquarie University, Sydney, New South Wales, Australia
Pages 257-286 | Published online: 08 Sep 2011

Citations (17)

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Read on this site (7)

Kevin Wheldall, Robyn Wheldall, Nicola Bell & Jennifer Buckingham. (2020) Researching the efficacy of a reading intervention: An object lesson. Educational and Developmental Psychologist 37:2, pages 147-151.
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Sandraluz Lara-Cinisomo, D. Bruce Taylor & Adriana L. Medina. (2020) Summer Reading Program with Benefits for At-Risk Children: Results from a Freedom School Program. Reading & Writing Quarterly 36:3, pages 211-224.
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Kevin Wheldall, Robyn Wheldall, Alison Madelaine, Meree Reynolds & Sarah Arakelian. (2017) Further evidence for the efficacy of an evidence-based, small group, literacy intervention program for young struggling readers. Australian Journal of Learning Difficulties 22:1, pages 3-13.
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Jennifer Buckingham, Robyn Beaman-Wheldall & Kevin Wheldall. (2014) Evaluation of a two-phase experimental study of a small group (“MultiLit”) reading intervention for older low-progress readers. Cogent Education 1:1.
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Gina Coffee, Markeda L. Newell & Adam S. Kennedy. (2014) Supporting Collaborative Efforts in Implementing Evidence-Based Reading Interventions: The Role of Online Databases. Journal of Educational and Psychological Consultation 24:2, pages 81-95.
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Jennifer Buckingham, Kevin Wheldall & Robyn Beaman. (2012) A randomised control trial of a Tier-2 small-group intervention (‘MiniLit’) for young struggling readers1 . Australian Journal of Learning Difficulties 17:2, pages 79-99.
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Jennifer Buckingham, Robyn Beaman & Kevin Wheldall. (2012) A randomised control trial of a MultiLit small group intervention for older low-progress readers. Effective Education 4:1, pages 1-26.
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Articles from other publishers (10)

Caroline Viriot-Goeldel. (2023) La réponse à l’intervention, un référentiel dans la lutte contre les difficultés de lecture. Revue française de pédagogie:219, pages 91-127.
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Bessie G. Stone & Beth Saggers. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 434 447 .
Emma K. Adams, Kirsten J. Hancock & Catherine L. Taylor. (2020) Student achievement against national minimum standards for reading and numeracy in Years 3, 5, 7 and 9: A regression discontinuity analysis. Australian Journal of Social Issues 55:3, pages 275-301.
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Geeta B. Motilal & Brahm Fleisch. (2020) The triple cocktail programme to improve the teaching of reading: Types of engagement. South African Journal of Childhood Education 10:1.
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Josefina Vijil. (2019) Actores clave en lectoescritura inicial en República Dominicana. Resultados de un mapeo y análisis de actores. Instituto Dominicano de Evaluacion e Investigacion de la Calidad Educativa IDEICE, pages 38-49.
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Caroline Viriot-Goeldel. (2017) Quelles sont les pratiques d’enseignement de la lecture-écriture au cours préparatoire favorables aux élèves les plus faibles ? Note de synthèseA synthesis of research into effective teaching practices for struggling primary school pupils. Repères:55, pages 227-245.
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Daniel T. Willingham, Elizabeth M. Hughes & David G. Dobolyi. (2015) The Scientific Status of Learning Styles Theories. Teaching of Psychology 42:3, pages 266-271.
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Jennifer Buckingham, Kevin Wheldall & Robyn Beaman-Wheldall. (2014) Evaluation of a Two-Phase Implementation of a Tier-2 (Small Group) Reading Intervention for Young Low-Progress Readers. Australasian Journal of Special Education 38:2, pages 169-185.
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Tenaha O’Reilly, Jonathan Weeks, John Sabatini, Laura Halderman & Jonathan Steinberg. (2014) Designing Reading Comprehension Assessments for Reading Interventions: How a Theoretically Motivated Assessment Can Serve as an Outcome Measure. Educational Psychology Review 26:3, pages 403-424.
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Sheri-Lynn Skwarchuk, Carla Sowinski & Jo-Anne LeFevre. (2014) Formal and informal home learning activities in relation to children’s early numeracy and literacy skills: The development of a home numeracy model. Journal of Experimental Child Psychology 121, pages 63-84.
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