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Researchers and policymakers increasingly recommend addressing reading difficulties encountered by students with LD using evidence-based practices, or interventions validated through multiple, high-quality research studies. A valuable tool in identifying evidence-based practices is the meta-analysis, which entails statistically aggregating the results obtained through primary studies. Specific methods used in meta-analyses have the potential to influence their findings, with ramifications for research and practice. This review assessed the methodological features of the systematic reviews and analytic procedures featured in meta-analyses of reading intervention studies that included students with LD written between 2000 and 2020. Identified articles ( N = 23) suggest that meta-analyses have become more prevalent and transparent over time, notwithstanding issues related to publication bias and the opacity of coding procedures. A discussion of implications follows a description of results.<\/jats:p>","DOI":"10.1177\/00222194221077688","type":"journal-article","created":{"date-parts":[[2022,2,15]],"date-time":"2022-02-15T00:34:21Z","timestamp":1644885261000},"page":"210-224","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":10,"title":["Meta-Analyses of Reading Intervention Studies Including Students With Learning Disabilities: A Methodological Review"],"prefix":"10.1177","volume":"56","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-7142-8694","authenticated-orcid":false,"given":"Seth","family":"King","sequence":"first","affiliation":[{"name":"University of Iowa, Iowa City, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Lanqi","family":"Wang","sequence":"additional","affiliation":[{"name":"University of Iowa, Iowa City, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Shawn 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