This study examined what proportion of reading intervention experiments published in a sample of prominent, peer-reviewed education research journals evaluated the impact of the reading intervention on African American students. The last 10 years of articles from the Reading Research Quarterly and the Journal of Educational Psychology and all volumes of the journal Scientific Study of Reading (totaling 8 years) were hand searched. This search yielded 971 research articles, of which 8.14% (n = 79) reported reading interventions; none of these reading interventions reported outcomes by race, and only 2, 0.21% of the research articles, included 85% or more African American participants.
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