%0 Journal Article
%T Data
%A Jessica R. Toste
%A Lisa Anne Didion
%A Marissa J. Filderman
%A Nathan H. Clemens
%A Peng Peng
%J The Journal of Special Education
%@ 1538-4764
%D 2018
%R 10.1177/0022466918790001
%X For students with persistent reading difficulties, research suggests one of the most effective ways to intensify interventions is to individualize instruction through use of performance data¡ªa process known as data-based decision making (DBDM). This article reports a synthesis and meta-analysis of studies of reading interventions containing DBDM for struggling readers, as well as the characteristics and procedures that support the efficacy of these interventions. A systematic search of peer-reviewed literature published between 1975 and 2017 was conducted, resulting in 15 studies of reading interventions that incorporated DBDM for struggling readers in Grades K¨C12. A comparison of students who received reading interventions with DBDM with those in business-as-usual (BAU) comparison groups yielded a weighted mean effect of g = .24, 95% confidence interval (CI) = [.01 to .46]. A subset of six studies that compared students receiving similar reading interventions with and without DBDM yielded a weighted mean effect of g = .27, 95% CI = [.07, .47]. Implications for DBDM in reading interventions for struggling readers and areas for future research are described. In particular, experimental investigation is necessary to establish DBDM as an evidence-based practice for struggling readers
%K reading
%K data-based decision making
%K data-based individualization
%K intensive intervention
%U https://journals.sagepub.com/doi/full/10.1177/0022466918790001