Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| Intervention | 3 |
| Program Length | 3 |
| Time Factors (Learning) | 3 |
| Achievement Gains | 2 |
| Control Groups | 2 |
| Program Effectiveness | 2 |
| Reading Achievement | 2 |
| Reading Difficulties | 2 |
| Academic Standards | 1 |
| Achievement Tests | 1 |
| Barriers | 1 |
| More ▼ | |
Author
| Vaughn, Sharon | 2 |
| Ahmed, Yusra | 1 |
| Bangert-Drowns, Robert L. | 1 |
| Fletcher, Jack M. | 1 |
| Miciak, Jeremy | 1 |
| Roberts, Garrett | 1 |
| Solis, Michael | 1 |
| Taylor, W. Pat | 1 |
| Wanzek, Jeanne | 1 |
Publication Type
| Reports - Research | 3 |
| Journal Articles | 2 |
| Information Analyses | 1 |
Education Level
| Elementary Education | 2 |
| Secondary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| National Assessment of… | 1 |
What Works Clearinghouse Rating
Direct linkMiciak, Jeremy; Roberts, Garrett; Taylor, W. Pat; Solis, Michael; Ahmed, Yusra; Vaughn, Sharon; Fletcher, Jack M. – Learning Disabilities Research & Practice, 2018
We examined the effectiveness of a researcher-provided reading intervention with 484 fourth graders with significant reading difficulties. Students were randomly assigned to one year of intervention, two years of intervention, or a business-as-usual comparison condition (BAU). Students assigned to two years of intervention demonstrated…
Descriptors: Reading Programs, Program Implementation, Intervention, Reading Difficulties
Download full textVaughn, Sharon; Wanzek, Jeanne – Grantee Submission, 2014
We use three data sources to build a rationale for why intensive interventions are necessary for students with pervasive reading disabilities: current data on the performance of students with disabilities on reading achievement measures over time, observation studies on students with reading disabilities in general and special education…
Descriptors: Intervention, Reading Difficulties, Reading Achievement, Observation
Peer reviewedBangert-Drowns, Robert L.; And Others – Review of Educational Research, 1983
Results from a meta-analysis of findings on the effectiveness of coaching for achievement tests from 30 controlled studies of coaching programs are presented. Coaching typically raised achievement test scores by .25 standard deviations. Effects varied with the level of training intervention. (Author/PN)
Descriptors: Achievement Gains, Achievement Tests, Control Groups, Elementary Secondary Education
