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Direct linkVaughn, Sharon; Roberts, Garrett J.; Miciak, Jeremy; Taylor, Pat; Fletcher, Jack M. – Journal of Learning Disabilities, 2019
We examine the efficacy of an intervention to improve word reading and reading comprehension in fourth- and fifth-grade students with significant reading problems. Using a randomized control trial design, we compare the fourth- and fifth-grade reading outcomes of students with severe reading difficulties who were provided a researcher-developed…
Descriptors: Intervention, Learning Disabilities, Word Recognition, Reading Comprehension
Download full textRitchey, Kristen D.; Palombo, Kimberly; Silverman, Rebecca D.; Speece, Deborah L. – Learning Disability Quarterly, 2017
Upper elementary school students who have reading problems may have difficulty in one or more areas of reading, each requiring specific types of interventions. This study evaluated a short-term reading intervention for 46 fifth-grade students with poor reading comprehension. Students were randomly assigned to an intervention or no treatment…
Descriptors: Reading Comprehension, Grade 5, Elementary School Students, Reading Instruction
Wexler, Jade; Vaughn, Sharon; Roberts, Greg; Denton, Carolyn A. – Learning Disabilities Research & Practice, 2010
This experimental study was conducted to examine the efficacy of repeated reading and wide reading practice interventions for high school students with severe reading disabilities. Effects on comprehension, fluency, and word reading were evaluated. Participants were 96 students with reading disabilities in grades 9-12. Students were paired within…
Descriptors: Feedback (Response), Reading Difficulties, Learning Disabilities, Effect Size
Beam, Margaret; Faddis, Bonnie – RMC Research Corporation, 2012
The purpose of this evaluation of Scholastic's "System 44" conducted by RMC Research was to expand the existing research on students with learning disabilities by conducting a randomized study of struggling readers with approximately half of the sample comprised of students with learning disabilities. Specifically, this evaluation…
Descriptors: Reading Programs, Reading Difficulties, Phonics, Decoding (Reading)
Jeanne Wanzek; Sharon Vaughn – Journal of Learning Disabilities, 2008
Two studies examined response to varying amounts of time in reading intervention for two cohorts of first-grade students demonstrating low levels of reading after previous intervention. Students were assigned to one of three groups that received (a) a single dose of intervention, (b) a double dose of intervention, or (c) no intervention.…
Descriptors: Intervention, Reading Fluency, Student Reaction, Acceleration (Education)
Peer reviewedWise, Barbara W.; Ring, Jeremiah; Olson, Richard K. – Journal of Experimental Child Psychology, 2000
Compared effects of a computer-assisted remedial reading program providing speech-supported reading in context with or without explicit phonological training. Found that phonologically trained second to fifth graders gained more in phonological skills and untimed word reading than untrained children. Children with more contextual reading gained…
Descriptors: Comparative Analysis, Computer Assisted Instruction, Computer Uses in Education, Educational Technology
