| Multiple-Component Remediation for Developmental Reading Disabilities: IQ, Socioeconomic Status, and Race as Factors in Remedial Outcome. | |
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MedLine Citation:
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PMID: 20445204 Owner: NLM Status: Publisher |
Abstract/OtherAbstract:
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Results from a controlled evaluation of remedial reading interventions are reported: 279 young disabled readers were randomly assigned to a program according to a 2 x 2 x 2 factorial design (IQ, socioeconomic status [SES], and race). The effectiveness of two multiple-component intervention programs for children with reading disabilities (PHAB + RAVE-O; PHAB + WIST) was evaluated against alternate (CSS, MATH) and phonological control programs. Interventions were taught an hour daily for 70 days on a 1:4 ratio at three different sites. Multiple-component programs showed significant improvements relative to control programs on all basic reading skills after 70 hours and at 1-year follow-up. Equivalent gains were observed for different racial, SES, and IQ groups. These factors did not systematically interact with program. Differential outcomes for word identification, fluency, comprehension, and vocabulary were found between the multidimensional programs, although equivalent long-term outcomes and equal continued growth confirmed that different pathways exist to effective reading remediation. |
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Authors:
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Robin D Morris; Maureen W Lovett; Maryanne Wolf; Rose A Sevcik; Karen A Steinbach; Jan C Frijters; Marla B Shapiro |
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Publication Detail:
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Type: JOURNAL ARTICLE Date: 2010-5-5 |
Journal Detail:
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Title: Journal of learning disabilities Volume: - ISSN: 1538-4780 ISO Abbreviation: - Publication Date: 2010 May |
Date Detail:
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Created Date: 2010-5-6 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: - |
Affiliation:
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University of Toronto. |
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From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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