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Learner Characteristics that Influence the Treatment Effectiveness of Early Literacy Interventions: A Meta‐Analytic Review
Author(s) -
Ron Nelson J.,
Benner Gregory J.,
Gonzalez Jorge
Publication year - 2003
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/1540-5826.00080
Subject(s) - psychology , psychological intervention , literacy , meta analysis , demographics , phonological awareness , developmental psychology , ethnic group , learning disability , clinical psychology , pedagogy , demography , medicine , psychiatry , sociology , anthropology
The purpose of this article was to systematically review the available research on learner characteristics that influence the treatment effectiveness of early literacy interventions. Meta‐analytic procedures were applied to a total of 30 studies that met the inclusionary and exclusionary criteria. Mean average effect sizes were computed for seven primary learner characteristic categories: (1) rapid naming, (2) alphabetic principle, (3) phonological awareness, (4) problem behavior, (5) memory, (6) IQ, and (7) demographic. The primary learner characteristics that influenced the treatment responsiveness of early literacy interventions were, in order of magnitude, rapid naming, problem behavior, phonological awareness, alphabetic principle, memory, IQ, and demographics. With the exception of the demographic category, the obtained effect sizes for the primary learner characteristics were moderately large. The demographic primary learner characteristic (i.e., disability, ethnicity, grade‐level status) of children was not statistically ( p < 0.05) distinct from zero. The findings, limitations, and future research needs are discussed.