Abstract
At present, no published review of reading intervention studies has focused specifically on multisyllabic word reading interventions for adolescent students. The present systematic review included multisyllabic word reading intervention studies published between 2008 and 2024 with participants in grades four through nine. Eight randomized controlled trials, four quasi-experimental studies, and two single-case design studies met criteria for inclusion. Findings revealed significant positive effects on word reading for interventions that combined word reading and word meaning instruction and those that implemented explicit word study instruction in grapheme-phoneme correspondences and letter combinations as well as syllabication and morphemic analysis.
