Targeted reading interventions can significantly improve outcomes for students in Years 4 to 12 who struggle with reading, according to a comprehensive global review published in Educational Research Review.
The systematic review and meta-analysis examined 106 studies involving more than 156,000 students from Australia, the United Kingdom, and the United States, challenging the misconception that support beyond the early years of schooling is ineffective.
Lead author Dr Callula Killingly, from Queensland University of Technology’s Centre for Inclusive Education, said the research demonstrated positive effects for older students, particularly when interventions focused on comprehension and vocabulary.
“Our analysis shows that it’s never too late to make a difference,” Killingly said.
“Interventions targeting the specific skills students need can significantly improve outcomes for students in upper primary and secondary school, even for those with persistent reading difficulties.”
The interventions examined focused on key components of reading, including comprehension, fluency, decoding, phonological processing, and vocabulary. Each component is critical to reading proficiency.
The review found interventions were equally effective when delivered by teachers or researchers, with some of the strongest vocabulary outcomes observed in teacher-led programs.
Location and group size also made no difference to effectiveness, with interventions working equally well in small groups, classrooms or one-on-one settings.
“This research shows that it’s not so much about where the intervention happens, or who is delivering it, as long as it is targeting the right skills,” Killingly said. “These findings highlight the importance of continuing to support reading beyond the early years of schooling.”
The research team included Killingly, Dr Sandra Matheson, and Dr Laura Bentley, formerly of QUT and now at The University of Queensland, along with Dr Elizabeth Swanson from The University of Texas at Austin.
The research was supported by QUT’s Early Career Researcher Grant Scheme and the Centre for Inclusive Education.
The findings provide evidence-based guidance for educators working with older students who experience reading difficulties, showing that targeted support can produce meaningful improvements regardless of delivery method or setting.