Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3
We checked this card's citation and the finding we state against the source's own page or record in October 2026.
What it found
Small-group and individual reading interventions of the kind schools use in tier 2 improved foundational reading skills and, by less, language and comprehension, for young students with or at risk for reading difficulties. Effects didn't differ by type of intervention, group size, grade, who delivered it or the number of hours.
Effect size, as the source reports it: mean ES = 0.54 on standardized foundational skill measures; 0.36 on standardized language and comprehension measures.
What kind of study it is
- Design
- Meta-analysis
- Weight
- A synthesis: it pools or weighs many studies, so it carries the most weight on the evidence meter.
- Sample
- 72 studies of less extensive reading interventions for students in grades K–3 with or at risk for reading difficulties
- Who
- School-age children (K–12)
Read it
doi.org/10.1007/s10648-015-9321-7 · ERIC record EJ1110194
We link to the source and summarize it in our own words. We don't host or copy papers.
Cited in the Library
Cite this study
Checked against the source in October 2026. All studies · How we rate the evidence · Something wrong? Tell us.