| Efficacy of a Reading Intervention for Middle School Students Identified with Learning Disabilities. | |
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MedLine Citation:
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PMID: 22485052 Owner: NLM Status: Publisher |
Abstract/OtherAbstract:
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This experimental study reports findings on the effects from a year-long reading intervention providing daily, 50-minute sessions to middle-school students with identified learning disabilities (n = 65) compared with similar students who did not receive the reading intervention (n = 55). All students continued to receive their special education services as provided by the school. Results indicated statistically significant findings favoring the treatment group for sight word reading fluency following intervention. Small effects were found for phonemic decoding fluency and passage comprehension. No other statistically significant differences were noted between groups. The findings suggest that while gains on word reading fluency resulted from the additional reading treatment, accelerating the reading performance of students identified with learning disabilities may be unlikely to result from a one-year, daily intervention provided to students in groups of 10-15. |
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Authors:
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Jeanne Wanzek; Sharon Vaughn; Greg Roberts; Jack M Fletcher |
Publication Detail:
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Type: JOURNAL ARTICLE |
Journal Detail:
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Title: Exceptional children Volume: 78 ISSN: 0014-4029 ISO Abbreviation: - Publication Date: 2011 |
Date Detail:
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Created Date: 2012-4-9 Completed Date: - Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 0375042 Medline TA: Except Child Country: - |
Other Details:
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Languages: ENG Pagination: 73-87 Citation Subset: - |
Affiliation:
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Florida Center for Reading Research and School of Teacher Education, Florida State University. |
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Descriptor/Qualifier:
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From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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