This study meta-analyzed the last four decades (1980–2020) of reading intervention research focused on improving reading outcomes for English language (EL) students in Grades K–5 with or at risk for word reading difficulties. Experimental and quasi-experimental group design and single-case experimental design (SCED) studies were included; 10 group design and 7 SCED studies met inclusion criteria (m = 61; total student N = 2,270). Visual inspection of the effect size distribution revealed that the assumption of between-study heterogeneity was not supported; therefore, the findings were synthesized for SCED studies separately from those reported in group design studies. Implications for practice, policy, and future research are discussed.

中文翻译：

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对有单词阅读困难的英语学习者的干预效果：研究综述

本研究对过去 40 年（1980-2020 年）的阅读干预研究进行了元分析，该研究的重点是提高 K-5 年级英语 (EL) 学生的阅读成果，这些学生有阅读困难或有阅读困难的风险。包括实验和准实验组设计和单例实验设计（SCED）研究；10 个小组设计和 7 个 SCED 研究符合纳入标准（m = 61；学生总数N = 2,270）。效应大小分布的目测显示不支持研究间异质性的假设；因此，SCED 研究的结果与小组设计研究中报告的结果分开综合。讨论了对实践、政策和未来研究的影响。