May 2025
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58 Reads
For decades, dyslexia interventions within the school setting are typically delivered at a low dosage, raising concerns that these interventions are not intensive enough to sustain long-term reading outcomes. We sought to investigate the impact of such interventions delivered in one state using data from the Connecticut Longitudinal Study. This unique study sample included both typically reading (n = 246) and dyslexic (n = 66) children beginning at age 5 who have been followed continuously and noninterruptedly through their current age of 45 years. Our findings indicate that the school-based interventions examined in our data did not lead to sustained outcomes for dyslexic readers. Findings suggest that participation in these interventions did not lead to improved outcomes for dyslexic readers in adulthood and may even have a detrimental effect on reading comprehension as adults. If students with dyslexia are to improve their reading, schools must adopt and use evidence-based interventions when reading difficulties are identified in the primary grades. Our findings provide strong empirical support for the need for more intensive and comprehensive interventions for students with dyslexia.