Systematic Review on Quality Indicators of Randomised Controlled Trial Reading Intervention Studies for Students in Years 7–12

Journal article

Calvi, Michael, Vieira, Ana Paula Alves, Georgiou, George K. and Parrila, Rauno. (2023). Systematic Review on Quality Indicators of Randomised Controlled Trial Reading Intervention Studies for Students in Years 7–12. Australasian Journal of Special and Inclusive Education. 47(1), pp. 28-39. https://doi.org/10.1017/jsi.2023.4
AuthorsCalvi, Michael, Vieira, Ana Paula Alves, Georgiou, George K. and Parrila, Rauno
Abstract

A number of studies have examined the effects of reading interventions for younger readers; however, there does not appear to be any existing syntheses examining the effect of reading interventions on students in Years 7–12. The purpose of this study was to establish whether such a synthesis is feasible by reviewing the methodological quality of randomised controlled trial studies examining the effect of reading interventions for secondary students, using the Council for Exceptional Children (CEC) standards. A total of 17 studies were identified and reviewed. Overall, only two studies met all eight CEC quality indicators. All studies met the quality indicators for intervention agent, and context and settings. Findings, limitations and recommendations for future directions of study are discussed.

Keywordsreading interventions; literacy; secondary students; systematic review; randomised controlled trial; methodological quality
Year01 Jan 2023
JournalAustralasian Journal of Special and Inclusive Education
Journal citation47 (1), pp. 28-39
PublisherCambridge University Press
ISSN2515-0731
Digital Object Identifier (DOI)https://doi.org/10.1017/jsi.2023.4
Web address (URL)https://www.cambridge.org/core/journals/australasian-journal-of-special-and-inclusive-education/article/systematic-review-on-quality-indicators-of-randomised-controlled-trial-reading-intervention-studies-for-students-in-years-712/7FDC61A1C1F7718999D11E1A0B01F7E6
Open accessPublished as ‘gold’ (paid) open access
Research or scholarlyResearch
Page range28-39
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Open
Output statusPublished
Publication dates
Online10 May 2023
Publication process dates
AcceptedMay 2023
Deposited19 Aug 2024
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© The Author(s), 2023. Published by Cambridge University Press on behalf of Australian Association of Special Education.

This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence ( http://creativecommons.org/licenses/by/4.0/ ), which permits unrestricted re-use, distribution and reproduction, provided the original article is properly cited.

Place of publicationUnited Kingdom
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