A Meta-Analysis of Self-Regulated Strategy Development Reading Interventions to Improve the Reading Comprehension of Students With Disabilities

Academic Article


  • The purpose of the current meta-analysis was to investigate the effectiveness of self-regulated strategy development (SRSD) reading interventions for students with disabilities in school settings. We used the Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education (CEC-EBP) to evaluate experimental investigations that targeted reading comprehension using an SRSD reading intervention and included students with disabilities. Summary outcome measures presented in the analysis include the between-case standardized mean difference, percentage of non-overlapping data, and visual analysis. Although the results indicated SRSD to be generally effective, the small number of studies and the fact that only 2 studies met all of the CEC-EBP quality indicators prevent the strategy from presently being considered evidence based. We present limitations and implications for future research.
  • Authors

    Digital Object Identifier (doi)

    Author List

  • Sanders S; Losinski M; Parks Ennis R; White W; Teagarden J; Lane J
  • Start Page

  • 339
  • End Page

  • 353
  • Volume

  • 35
  • Issue

  • 4