Abstract :

This systematic review examined evaluative studies on reading interventions affecting schoolchildren’s comprehension outcomes, published from 2020 to 2026. Per PRISMA 2020 guidelines, 265 records were reviewed overall, out of which 166 unique records were screened, 52 full-text articles were reviewed, and 18 satisfactory records matched the inclusion criteria. The records included studies from 11 countries and comprised more than 2900 learners across 17 studies, with sample sizes ranging from preschool to high school. Due to heterogeneity among interventions, designs, and measures taken, a synthesis without meta-analysis was conducted, classifying 5 different intervention types and summarizing the overall findings. The results showed that 12 of 18 studies were positive, 2 had mixed results, 2 showed no effect on the outcome, and 2 were ambiguous in their reporting. The four studies that used explicit comprehension strategies yielded the most reliable results; among them, a tier one intervention had an effect size of +0.79, and a two-stage instructional approach had an effect size of +0.26. Code-based instruction was effective in three of four studies that used this method. Technology was effective in four of six studies, but the largest evaluated experiment did not show convincing results. Out of seven total experiments made by random sampling, five had positive outcomes, and it should be mentioned that no research was conducted in the Philippines. The studies’ outcomes emphasize the importance of supporting word recognition alongside explicit comprehension instruction.

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Keywords :

reading comprehension, reading intervention, struggling readers systematic review

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