Meta-analysis Research Shows Current Approach to Teaching Reading Comprehension is Flawed

Dr. Peng Peng, an assistant professor in the Department of Special Education, confirmed in a meta-analysis of 52 reading comprehension studies examining students with reading difficulties in 3rd through 12th grades that no single reading instruction strategy works best. It is not “the more we teach, the better outcomes to expect,” but rather that different strategy combinations may produce different effects on reading comprehension. Peng Peng and his team also discovered that teaching reading comprehension strategies works best in combination with building background knowledge and retrieval skills.