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Direct linkSamuel Allen Patton; Douglas Fuchs; Emma L. Hendricks; Annie J. Pennell; Meagan E. Walsh; Lynn S. Fuchs; Wen Zhang Tracy; Loulee Yen Haga – Grantee Submission, 2022
Reading nonfiction texts with understanding is important to school success, yet many students struggle to do so. This randomized controlled trial extends previous research by contrasting an earlier iteration of a comprehension tutoring program (Comp) against a variant with strategies for transferring learning (Comp+Transfer). Participants were 189…
Descriptors: Nonfiction, Reading Comprehension, Elementary School Students, Grade 4
Samuel Allen Patton; Douglas Fuchs; Emma L. Hendricks; Annie J. Pennell; Meagan E. Walsh; Lynn S. Fuchs; Wen Zhang Tracy; Loulee Yen Haga – Learning Disabilities Research & Practice, 2022
Reading nonfiction texts with understanding is important to school success, yet many students struggle to do so. This randomized controlled trial extends previous research by contrasting an earlier iteration of a comprehension tutoring program (Comp) against a variant with strategies for transferring learning (Comp+Transfer). Participants were 189…
Descriptors: Nonfiction, Reading Comprehension, Grade 4, Grade 5
Hendricks, Emma L.; Fuchs, Douglas – Journal of Learning Disabilities, 2020
Response to intervention (RTI) has been promoted for nearly 20 years as a valid supplement to or alternative method of learning disability (LD) identification. Nevertheless, important unresolved questions remain about its role in disability identification. We had two purposes when conducting this study of 229 economically and racially diverse poor…
Descriptors: Individual Differences, Response to Intervention, Disability Identification, Students with Disabilities
Lim, Lisa; Arciuli, Joanne; Munro, Natalie – Australian Journal of Learning Difficulties, 2018
This exploratory study compares the shared book reading behaviours of five school aged children with DS (aged 11 years 6 months to 15 years 6 months) before and after participation in an intervention which included selected components of the MultiLit Reading Tutor Program. The program was delivered 1:1 to participants each week over a 12 week…
Descriptors: Reading Comprehension, Down Syndrome, Reading Programs, Tutoring
