Effects of Instructional Intervention Programs on Reading Skills of Students with Reading Difficulties

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dc.contributor.authorFiliz, Tunahan
dc.contributor.authorDemi?r, Mustafa
dc.contributor.authorKaya, Metin
dc.date.accessioned2026-02-28T12:09:02Z
dc.date.available2026-02-28T12:09:02Z
dc.date.issued2024
dc.departmentBayburt Üniversitesi
dc.description.abstractEvaluating the impacts of instructional intervention programs on students with reading difficulties is important for setting guidelines to teachers, researchers, and policy-makers. The aim of this research is to examine how these interventions initiatives impact the reading abilities of students diagnosed with reading difficulties (RD). 38 impact sizes obtained from 17 meta-analysis studies are analysed with second order meta-analysis method. These studies included are carried out between 1999 and 2023, and focus on the effects of instructional intervention programs on the reading abilities of individuals who experience difficulties in reading. Finally, in the analysis, it is decided that the impact of instructional intervention programmes on students with RD is mid-range (g=.50). Also, instructional intervention programs caused important differences according to the type of intervention, quality level, and the year of publication on the reading abilities of individuals with RD. It is determined that comprehension strategy instruction (CSI) intervention programs are more efficient than foundational reading skills instruction (FRSI) and multicomponent instruction (MI) intervention programs. It is necessary to make more experimental studies to determine if instructional interventions cause meaningful differences in terms of the characteristics of participant students. It can also be beneficial to carry out primary meta-analysis studies that test the impact of instructional interventions on the reading abilities of individuals with RD who are determined with standardized tests. © 2024, Ozgen Korkmaz. All rights reserved.
dc.identifier.doi10.17275/per.24.68.11.5
dc.identifier.endpage168
dc.identifier.issue5
dc.identifier.scopus2-s2.0-85210450572
dc.identifier.scopusqualityQ2
dc.identifier.startpage146
dc.identifier.urihttps://doi.org/10.17275/per.24.68.11.5
dc.identifier.urihttps://hdl.handle.net/20.500.12403/5805
dc.identifier.volume11
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherOzgen Korkmaz
dc.relation.ispartofParticipatory Educational Research
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_Scopus_20260218
dc.subjectReading difficulties
dc.subjectreading instruction program
dc.subjectreading skills
dc.subjectsecond order meta-analysis
dc.titleEffects of Instructional Intervention Programs on Reading Skills of Students with Reading Difficulties
dc.typeArticle

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