Summary of the Systematic Review

Article Citation

A Review of Summarizing and Main Idea Interventions for Struggling Readers in Grades 3 Through 12: 1978–2016

Stevens, E. A., Park, S., et al. (2019).
Remedial & Special Education, 40(3), 131-149.
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Sponsoring Body

Institute of Education Sciences, U.S. Department of Education

Article Quality Ratings

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Indicators of Review Quality

  • Yes The review states a clearly focused question/aim.
  • Yes Criteria for inclusion of studies are provided.
  • Yes Search strategy described in sufficient detail for replication.
  • Yes Included studies are assessed for study quality.
  • No Quality assessments are reproducible.
  • Yes Characteristics of the included studies are provided.

Article Details

Description

This is a systematic review and meta-analysis of experimental, quasi-experimental, or single-case design studies investigating summarizing and main idea intervention in struggling readers in third through twelfth grade.

Questions/Aims Addressed

This article addressed the following questions:
  1. "What are the effects of summarizing and main idea interventions on the reading comprehension outcomes of struggling readers in Grades 3 through 12?" (p. 133).
  2. "What instructional practices exist in the literature to address summarizing and main idea? 
  3. What type of text, narrative, or expository is used in summarization and main idea instruction?" (p. 133).

Population

Struggling readers grades 3 to 12

Intervention/Assessment

Interventions focused on summarization and main idea

Number of Studies Included

30

Years Included

January 1978 to March 2016


Conclusions from This Systematic Review

What are Conclusions?

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Treatment

"The results suggest that struggling readers benefit from main idea and summarizing interventions regardless of the group size (one to four vs. five or more) or number of sessions (12 or fewer vs. 13 or more)" (p. 144).

Keywords: Dosage (Frequency/Intensity), Format (Group), Reading Comprehension, Struggling/At-Risk Readers

Based on a meta-analysis performed only on the included group design studies, main idea and summarizing interventions were indicated to have a positive effect on struggling readers with an effect size of 0.97. Results of the meta-analysis also indicated no difference of intervention effectiveness based on grade level, suggesting that students in upper elementary, middle, and high school grades benefit from main idea and summarizing interventions. A synthesis of the single-case design studies demonstrated strong evidence favoring main idea and summarizing interventions on oral and written retell measures.

Keywords: Reading Comprehension, Struggling/At-Risk Readers

Service Delivery

"The results suggest that struggling readers benefit from main idea and summarizing interventions regardless of the group size (one to four vs. five or more) or number of sessions (12 or fewer vs. 13 or more)" (p. 144).

Keywords: Dosage (Frequency/Intensity), Format (Group), Reading Comprehension, Struggling/At-Risk Readers

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