What to read after Interventions for Adolescent Struggling Readers?

This meta-analysis offers decision-makers research-based guidance for intervening with adolescent struggling readers. The authors outline major implications for practice: (1) Adolescence is not too late to intervene. Interventions do benefit older students; (2) Older students with reading difficulties benefit from interventions focused at both the word and the text level; (3) Older students with reading difficulties benefit from improved knowledge of word meanings and concepts; (4) Word-study interventions are appropriate for older students struggling at the word level; (5) Teachers can provide interventions that are associated with positive effects; (6) Teaching comprehension strategies to older students with reading difficulties is beneficial; (7) Older readers' average gains in reading comprehension are somewhat smaller than those in other reading and reading-related areas studied; (8) Older students with learning disabilities (LD) benefit from reading intervention when it is appropriately focused; and (9) To learn more about instructional conditions that could close the reading gap for struggling readers, individuals will need studies that provide instruction over longer periods of time and assess outcomes with measures more like those schools use to monitor reading progress of all students. This report summarizes aspects of recent research on reading instruction for adolescent struggling readers. It both synthesizes research findings to determine the relative effectiveness of interventions for struggling older readers and outlines the implications of these findings for practice. Its purpose is to advance the knowledge of technical assistance providers working with state departments of education and local education agencies concerning reading-related issues for students with reading difficulties and learning disabilities (LD). While the authors' methods and general findings are described, they are presented in terms of their impact on practice and policy. Specific suggestions for implementing these and other research findings are provided in an accompanying practice brief (ED521836). This report is intended primarily for technical assistance providers at Regional Comprehensive Centers for their use in crafting evidence-based guidance for states and local educational agencies. (Contains 5 tables and 1 footnote and lists 14 resources.) [For related reports, see "Effective Instruction for Adolescent Struggling Readers: A Practice Brief" (ED521836) and "Effective Instruction for Adolescent Struggling Readers: Professional Development Module. Second Edition. Facilitator's Guide." (ED521838).].