| Effects of Intensive Reading Intervention for Eighth-Grade Students With Persistently Inadequate Response to Intervention. | |
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MedLine Citation:
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PMID: 21512102 Owner: NLM Status: Publisher |
Abstract/OtherAbstract:
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The authors report the effects of a yearlong, very small-group, intensive reading intervention for eighth-grade students with serious reading difficulties who had demonstrated low response to intervention (RTI) in both Grades 6 and 7. At the beginning of Grade 6, a cohort of students identified as having reading difficulties were randomized to treatment or comparison conditions. Treatment group students received researcher-provided reading intervention in Grade 6, which continued in Grade 7 for those with low response to intervention; comparison students received no researcher-provided intervention. Participants in the Grade 8 study were members of the original treatment (N = 28) and comparison (N = 13) conditions who had failed to pass a state-mandated reading comprehension test in both Grades 6 and 7. In Grade 8, treatment group students received a 50-minute, daily, individualized, intensive reading intervention in groups of two to four students per teacher. The results showed that students in the treatment condition demonstrated significantly higher scores than comparison students on standardized measures of comprehension (effect size = 1.20) and word identification (effect size = 0.49), although most continued to lack grade-level proficiency in reading despite 3 years of intervention. Findings from this study provide a rationale for intensive intervention for middle school students with severe reading difficulties. |
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Authors:
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Sharon Vaughn; Jade Wexler; Audrey Leroux; Greg Roberts; Carolyn Denton; Amy Barth; Jack Fletcher |
Publication Detail:
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Type: JOURNAL ARTICLE Date: 2011-4-21 |
Journal Detail:
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Title: Journal of learning disabilities Volume: - ISSN: 1538-4780 ISO Abbreviation: - Publication Date: 2011 Apr |
Date Detail:
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Created Date: 2011-4-22 Completed Date: - Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 0157312 Medline TA: J Learn Disabil Country: - |
Other Details:
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Languages: ENG Pagination: - Citation Subset: - |
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From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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