This meta-analysis included experimental or quasi-experimental intervention studies conducted between 1980 and 2020 that aimed to improve reading outcomes for Grade K-5 students with or at risk for dyslexia (i.e., students with or at risk for word reading difficulties, defined as scoring at or below norm-referenced screening or mean baseline performance thresholds articulated in our inclusion criteria). In all, 53 studies reported in 52 publications met inclusion criteria (m = 351; total student N = 6,053). We employed robust variance estimation to address dependent effect sizes arising from multiple outcomes and comparisons within studies. Results indicated a statistically significant main effect of instruction on norm-referenced reading outcomes (g = 0.33; p < .001). Because there was significant heterogeneity in effect sizes across studies (p < .01), we used meta-regression to identify the degree to which student characteristics (i.e., grade level), intervention characteristics (i.e., dosage, instructional components, multisensory nature, instructional group size), reading outcome domain (i.e., phonological awareness, word reading/spelling, passage reading, or reading comprehension), or research methods (i.e., sample size, study design) influenced intervention effects. Dosage and reading outcome domain were the only variables that significantly moderated intervention effects (p = .040 and p = .024, respectively), with higher dosage studies associated with larger effects (b = 0.002) and reading comprehension outcomes associated with smaller effects than word reading/spelling outcomes (b = −0.080).

中文翻译：

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四十年针对有阅读障碍或有阅读障碍风险的小学生的阅读干预研究：系统回顾和荟萃分析

该荟萃分析包括在 1980 年至 2020 年间进行的实验性或准实验性干预研究，旨在改善患有阅读障碍或有阅读障碍风险的 K-5 年级学生（即有或有阅读困难风险的学生，定义为得分等于或低于我们的纳入标准中规定的常模参考筛选或平均基线性能阈值）。总之，52 份出版物中报告的 53 项研究符合纳入标准（m  = 351；学生总数N  = 6,053）。我们采用稳健的方差估计来解决研究中的多个结果和比较产生的相关效应大小。结果表明，教学对常模参照阅读结果具有统计学意义的主要影响（g  = 0.33；p  <.001）。因为跨研究的影响大小存在显着异质性 ( p  < .01)，我们使用元回归来确定学生特征（即年级水平）、干预特征（即剂量、教学成分、多感官性质、教学小组规模）、阅读结果领域（即语音意识、单词阅读/拼写、段落阅读或阅读理解）或研究方法（即样本量、研究设计）影响干预效果。剂量和阅读结果域是唯一显着调节干预效果的变量（分别为p  = .040 和p  = .024），较高的剂量研究与较大的效果相关（b = 0.002) 和阅读理解结果相关的影响小于单词阅读/拼写结果 ( b  = −0.080)。