TY - JOUR

T1 - Научно обоснованные образовательные интервенции для развития и улучшения понимания прочитанного у подростков

AU - Logvinenko, T

AU - Streltsova, A

AU - Otstavnov, N

AU - Kustova, T

AU - Ivanova, A

AU - Arakelyan, I

AU - Grigorenko, E

N1 - Times Cited in Web of Science Core Collection: 0 Total Times Cited: 0 Cited Reference Count: 116

PY - 2025

Y1 - 2025

N2 - The aim of this article is to review empirical studies, meta-analyses and systematic reviews on educational interventions for developing and improving reading comprehension in adolescents, including both typically developing readers and those experiencing reading difficulties. We distinguish seven intervention types aimed at improving reading comprehension, each targeting different components as the basis for intervention: decoding and reading fluency, working memory, vocabulary, inferential skills, metacognitive skills, logical-semantic analysis of text structure, and reading motivation. We evaluate the evidence supporting their effectiveness, as well as data on the relationship between each component and reading comprehension. All interventions reviewed, except for working memory training, have some evidence of effectiveness. However, among the interventions whose outcomes has been examined in multiple meta-analyses, reported effect sizes vary dramatically, ranging from small to moderate and large. Several open questions remain, such as the problem of learning transfer and duration of effects, as well as the replicability of interventions and their outcomes across different contexts - languages, samples, and educational systems. The current review can serve as a starting point for practitioners and researchers interested in the development and implementation of evidence-based reading interventions in Russia.

AB - The aim of this article is to review empirical studies, meta-analyses and systematic reviews on educational interventions for developing and improving reading comprehension in adolescents, including both typically developing readers and those experiencing reading difficulties. We distinguish seven intervention types aimed at improving reading comprehension, each targeting different components as the basis for intervention: decoding and reading fluency, working memory, vocabulary, inferential skills, metacognitive skills, logical-semantic analysis of text structure, and reading motivation. We evaluate the evidence supporting their effectiveness, as well as data on the relationship between each component and reading comprehension. All interventions reviewed, except for working memory training, have some evidence of effectiveness. However, among the interventions whose outcomes has been examined in multiple meta-analyses, reported effect sizes vary dramatically, ranging from small to moderate and large. Several open questions remain, such as the problem of learning transfer and duration of effects, as well as the replicability of interventions and their outcomes across different contexts - languages, samples, and educational systems. The current review can serve as a starting point for practitioners and researchers interested in the development and implementation of evidence-based reading interventions in Russia.

KW - reading comprehension

KW - reading interventions

KW - decoding

KW - working memory

KW - vocabulary

KW - metacognitive skills

KW - inferential skills

KW - motivation

KW - TEXT STRUCTURE INSTRUCTION

KW - WORKING-MEMORY

KW - VOCABULARY INSTRUCTION

KW - LEARNING-DISABILITIES

KW - METAANALYSIS

KW - MOTIVATION

KW - EXPOSITORY

KW - CHILDREN

KW - MODEL

KW - LANGUAGE

U2 - 10.17323/vo-2025-20957

DO - 10.17323/vo-2025-20957

M3 - статья

SP - 101

EP - 141

JO - Voprosy Obrazovaniya / Educational Studies Moscow

JF - Voprosy Obrazovaniya / Educational Studies Moscow

SN - 1814-9545

IS - 2

ER -