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Meta-Analyses of Reading Intervention Studies Including Students With Learning Disabilities: A Methodological Review.

Seth King1, Lanqi Wang1, Shawn M Datchuk1

  • 1University of Iowa, Iowa City, USA.

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|February 15, 2022
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Summary

This review examined meta-analyses of reading interventions for students with learning disabilities (LD). Findings show increased prevalence and transparency in meta-analyses, but persistent issues with publication bias and coding opacity remain.

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meta-analysismethodological issuesresearch method

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Area of Science:

  • Education
  • Psychology
  • Special Education

Background:

  • Learning disabilities (LD) significantly impact academic skills, particularly reading.
  • Evidence-based practices are crucial for addressing reading difficulties in students with LD.
  • Meta-analyses are vital for identifying effective, validated interventions.

Approach:

  • This study reviewed 23 meta-analyses of reading intervention studies for students with LD published between 2000 and 2020.
  • Methodological features of systematic reviews and analytic procedures were assessed.
  • Trends in meta-analysis methodology over two decades were analyzed.

Key Points:

  • Meta-analyses of reading interventions for LD have grown in number and transparency.
  • Publication bias remains a concern, potentially skewing intervention effectiveness.
  • Coding procedures in meta-analyses can lack transparency, impacting reliability.

Conclusions:

  • While meta-analyses are improving, careful consideration of methodological limitations is essential.
  • Addressing publication bias and enhancing coding transparency are critical for future research.
  • Improved meta-analysis practices will better inform evidence-based reading interventions for students with LD.