Researchers have noted a nonlinear association between reading instruction dosage (i.e., hours of instruction) and reading outcomes for Grade K–3 students with reading difficulties (K–3 SWRD). In this article, we propose a nonlinear meta-analysis as a method to identify both the maximum effect size and optimal dosage of reading interventions for K–3 SWRD using 26 peer-reviewed studies including 186 effect sizes. Results suggested the effect sizes followed a concave parabolic shape, such that increasing dosage improved intervention effects until 39.92 hours of instruction (d_max = 0.77), after which the intervention effects declined. Moderator analyses found that maximum intervention effects on fluency outcomes were significantly larger (d_max = 1.34) than the overall maximum effect size. Also, when students received 1:1 instruction, the dosage response curve displayed a different functional form than the concave parabolic shape, showing the effect increased indefinitely after approximately 16.8 hours of instruction. Implications for research and practice are discussed.

研究人员已经注意到，对于有阅读困难的 K-3 年级学生 (K-3 SWRD) 而言，阅读指导剂量（即指导时间）与阅读结果之间存在非线性关联。在本文中，我们提出了一种非线性荟萃分析，作为一种方法，使用 26 项同行评审研究（包括 186 个效应量）来确定 K-3 SWRD 阅读干预的最大效应量和最佳剂量。结果表明效果大小遵循凹抛物线形状，因此增加剂量可以改善干预效果，直到 39.92 小时的教学（d _max = 0.77），之后干预效果下降。主持人分析发现，对流畅性结果的最大干预效果显着更大（d _max= 1.34) 比整体最大效应量。此外，当学生接受 1:1 的指导时，剂量反应曲线显示出与凹抛物线形状不同的功能形式，表明在大约 16.8 小时的指导后效果无限增加。讨论了对研究和实践的影响。