TABLE 1.
Intervention characteristics
| Study | Study design | Number of participants | Grade | Duration | Person implementing | Type of intervention |
|---|---|---|---|---|---|---|
| 1. Abbott & Berninger (1999); random assignment; treatment fidelity: yes | Treatment-comparison (multiple treatments) | 20 (struggling readers) | 4th–7th | 16 (1/week; 60 mina) | Researcher | Word study |
| 2. Alfassi (1998); quasiexperimental; treatment fidelity: NR | Treatment-comparison | 75 (struggling readers) | 9th | 20 sessions (daily × 4 weeks; 45 min) | Teacher | Comprehension |
| 3. Allinder, Dunse, Brunken, & Obermiller-Krolikowski (2001); random assignment; treatment fidelity: yes | Treatment-comparison (multiple treatments) | 49 (LD and struggling readers) | 7th | 30 sessions (3/week) | Teacher | Fluency |
| 4. Anderson, Chan, & Henne (1995); random assignment; treatment fidelity: NR | Treatment-comparison | 17 (struggling readers) | 6th | 70 sessions (daily × 14 weeks; 120 min) | Researcher | Comprehension |
| 5. Bhat, Griffin, & Sindelar (2003) | Treatment-comparison | 40 (LD) | 6th–8th | 18 sessions (3 days/week, 2 sessions/day) | Teacher | Word study |
| 6. Bhattacharya & Ehri (2004); random assignment; treatment fidelity: NR | Treatment-comparison | 60 (struggling readers) | 6th–9th | 4 sessions (daily 4 days; 30 min) | Researcher | Word study |
| 7. Chan (1996); random assignment; treatment fidelity: NR | Treatment-comparison (multiple treatments) | 40 (struggling readers) | 7th | 9 sessions (across 3 weeks; 60 min) | Researcher | Comprehension |
| 8. DiCecco & Gleason (2002); random assignment; treatment fidelity: yes | Treatment-comparison (multiple treatments) | 24 (LD) | 6th–8th | 20 sessions (daily 4 weeks; 40 min) | Researcher and teacher | Comprehension |
| 9. L. S. Fuchs, Fuchs, & Kazdan (1999); quasiexperi-mental; treatment fidelity: yes | Treatment-comparison | 102 (LD, struggling readers, MMR) | 9th | 40 sessions (5 every 2 weeks) | Teacher | Multicomponent (comprehension and fluency) |
| 10. Hasselbring & Goin (2004); NR; treatment fidelity: NR | Treatment-comparison | 125 (RD and struggling readers) | 6th–8th | NR (daily; 30 min) | NR | Multicomponent (comprehension, word study) |
| 11. Jitendra, Hoppes, & Xin (2000); random assignment; treatment fidelity: yes | Treatment-comparison | 33 (LD and struggling readers) | 6th–8th | 15 sessions (daily 15 days; 30–40 min) | Researcher | Comprehension |
| 12. Klingner & Vaughn (1996); random assignment; treatment fidelity: NR | Treatment-comparison (multiple treatments) | 26 (LD, ESL) | 7th–8th | 27 sessions (daily; 35–40 min) | Researcher | Comprehension |
| 13. Mastropieri et al. (2001); quasi-experimental; treatment fidelity: yes | Treatment-comparison | 24 (LD and MR) | 7th | 25 sessions | Teacher | Multicomponent (comprehension and fluency) |
| 14. Moore & Scevak (1995); random assignment; treatment fidelity: NR | Treatment-comparison | 21 (struggling readers) | NR (high school) | NR (7 weeks) | Teacher | Comprehension |
| 15. Penney (2002); quasi-experimental; treatment fidelity: yes | Treatment-comparison | 33 (struggling readers) | NR (17-year-olds) | 18 sessions (56 min) | Teacher | Word study |
| 16. Wilder & Williams (2001); quasi-experimental; treatment fidelity: yes | Treatment-comparison (multiple treatments) | 91 (LD) | 6th–8th | NR (3/week; 45 min) | Teacher | Comprehension |
| 17. Williams, Brown, Silverstein, & deCani (1994); random assignment; treatment fidelity: yes | Treatment-comparison (multiple treatments) | 93 (LD) | 7th–8th | NR (4 weeks; 40 min) | Teacher | Comprehension |
| 18. Bryant et al. (2000); treatment fidelity: yes | Single group | 14 (RD) | 6th | NR (4 months; 90 min) | Teacher | Multicomponent (word identification, fluency, comprehension) |
| 19. MacArthur & Haynes (1995); treatment fidelity: NR | Single group | 10 (LD) | 9th–10th | 2 sessions | Researchers | Comprehension |
| 20. Mercer, Campbell, Miller, Mercer, & Lane (2000); treatment fidelity: NR | Single group | 49 (LD) | 6th–8th | NR (daily; 5–6 min) | Teacher | Fluency |
| 21. Daly & Martens (1994); treatment fidelity: yes | Single subject | 2 (LD) | NR (11.11 yr.) | 21 (1–2/day) | Teacher and researchers | Fluency |
| 22. Freeland, Skinner, Jackson, McDaniel, & Smith (2000); treatment fidelity: yes | Single subject | 3 (LD) | 7th–8th, 11th | NR (daily) | Researcher | Fluency |
| 23. Gardhill & Jitendra (1999); treatment fidelity: yes | Single subject | 6 (LD) | 6th and 8th | NR (14–20 weeks; 40–50 min) | NR | Comprehension |
| 24. Lauterbach & Bender (1995); treatment fidelity: NR | Single subject | 3 (LD, MMR) | 9th | NR | Teacher | Comprehension |
| 25. Scott & Shearer-Lingo (2002); treatment fidelity: yes | Single subject | 3 (RD, EBD) | 7th | NR | Researcher | Multicomponent (word study and fluency) |
| 26. Steventon & Frederick (2003); treatment fidelity: yes | Single subject | 1 (struggling reader) | NR (15-year-old) | 26 sessions | Teacher | Multicomponent (word study, fluency) |
| 27. Strong, Wehby, Falk, & Lane (2004); treatment fidelity: yes | Single subject | 6 (RD) | 7th–8th | NR (10–15 min/session, per program) | Researcher | Multicomponent (word study, fluency) |
| 28. Vallecorsa & deBettencourt (1997); treatment fidelity: NR | Single subject | 3 (LD) | 7th | 6 sessions (30 min) | Teacher | Comprehension |
| 29. Valleley & Shriver (2003); treatment fidelity: yes | Single subject | 4 (LD) | 9th–10th | 30 sessions (3/week for 10 weeks; 20 min) | Researcher | Fluency |
Note. NR = not reported; LD = learning disability; MMR = mild mental retardation; MR = mental retardation; RD = reading disability; ESL = English as a Second Language; EBD = emotional or behavioral disability.
a
Indicates the number of minutes per session.