A Synthesis and Meta-Analysis of Reading Interventions Using Social Studies Content for Students With Learning Disabilities


This article provides a synthesis and meta-analysis of the extant research on the effects of reading interventions delivered using social studies content for students with learning disabilities in kindergarten through grade 12. A total of 27 studies met criteria for the synthesis, with 16 studies providing sufficient data for inclusion in the meta-analysis. Reading interventions implemented within the context of social studies have used graphic organizers, mnemonics, reading and answering questions, guided notes, and multicomponent comprehension instruction. The overall mean effect size for the interventions was 1.02, indicating that they had a substantial positive effect on outcomes among students with learning disabilities.


Swanson, E. A., Hairrell, A., Kent, S. C., Ciullo, S., Wanzek, J., & Vaughn, S. (2014). A synthesis and meta-analysis of reading interventions using social studies content for students with learning disabilities. Journal of Learning Disabilities, 47(2), 178-195. doi: 10.1177/0022219412451131