EBP Compendium: Summary of Systematic Review
Institute of Education Sciences
Early Intervention in Reading (EIR)
IES What Works Clearinghouse Intervention Report.
Indicators of Review Quality:
The review addresses a clearly focused question
Criteria for inclusion of studies are provided
Search strategy is described in sufficient detail for replication
Included studies are assessed for study quality
Quality assessments are reproducible
Description: This is a systematic review of studies meeting the What Works Clearinghouse (WWC) Evidence standards investigating the effectiveness of the Early Intervention in Reading®, an integrated reading-language treatment, on the literacy and language skills of elementary school-aged children. The effectiveness of the intervention was categorized as Meets Evidence Standards, Meets Evidence Standards with Reservation or Does Not Meet Evidence Standard based on the What Works Clearinghouse classification system. Well-designed randomized controlled trials are considered strong evidence (Meets Evidence Standards), quasi-experimental studies are considered weaker evidence (Meets Evidence Standards with Reservations) and single-case design studies are considered insufficient evidence or under development (Does Not Meet Evidence Standards).
Question not specifically stated.
Population: Students in grades K-4 in the Early Intervention in Reading program.
Intervention/Assessment: Early Intervention in Reading (EIR)
Number of Studies Included: 1
Years Included: Not stated
- Integrated Reading-Language Treatment - Based on the findings from one study, "[t]he WWC considers the extent of evidence for Early Intervention in Reading® to be small for alphabetics and comprehension" (Meets Evidence Standards) (p. 1). No studies were found meeting the WWC criteria on fluency or reading acheivement outcomes.
Keywords: Literacy, Written Language Disorders
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Added to Compendium: December 2011