View in EDS HTML Full Text PDF Full Text

The Effects of One versus Two Years of Intensive Reading Intervention Implemented with Late Elementary Struggling Readers.

Saved in:
Bibliographic Details
Title: The Effects of One versus Two Years of Intensive Reading Intervention Implemented with Late Elementary Struggling Readers.
Authors: Miciak, Jeremy, Roberts, Garrett, Taylor, W. Pat, Solis, Michael, Ahmed, Yusra, Vaughn, Sharon, Fletcher, Jack M.
Source: Learning Disabilities Research & Practice (Wiley-Blackwell). Feb2018, Vol. 33 Issue 1, p24-36. 13p. 3 Charts, 2 Graphs.
Subjects: Intensive reading, Reading intervention, Reading (Elementary), Reading (Secondary), Learning disabilities
Abstract: Abstract: 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 significantly greater gains in reading fluency compared to students who received one year of intervention and the BAU group. Students in both the one‐ and two‐year groups demonstrated similar and significantly larger gains in word reading in comparison to the BAU group. There were no statistically significant differences between the three groups on standardized measures of reading comprehension. We discuss these results in the context of research with late elementary and secondary students targeting reading comprehension. [ABSTRACT FROM AUTHOR]
Copyright of Learning Disabilities Research & Practice (Wiley-Blackwell) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 127875817
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Effects of One versus Two Years of Intensive Reading Intervention Implemented with Late Elementary Struggling Readers.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Miciak%2C+Jeremy%22">Miciak, Jeremy</searchLink><br /><searchLink fieldCode="AR" term="%22Roberts%2C+Garrett%22">Roberts, Garrett</searchLink><br /><searchLink fieldCode="AR" term="%22Taylor%2C+W%2E+Pat%22">Taylor, W. Pat</searchLink><br /><searchLink fieldCode="AR" term="%22Solis%2C+Michael%22">Solis, Michael</searchLink><br /><searchLink fieldCode="AR" term="%22Ahmed%2C+Yusra%22">Ahmed, Yusra</searchLink><br /><searchLink fieldCode="AR" term="%22Vaughn%2C+Sharon%22">Vaughn, Sharon</searchLink><br /><searchLink fieldCode="AR" term="%22Fletcher%2C+Jack+M%2E%22">Fletcher, Jack M.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Learning+Disabilities+Research+%26+Practice+%28Wiley-Blackwell%29%22">Learning Disabilities Research & Practice (Wiley-Blackwell)</searchLink>. Feb2018, Vol. 33 Issue 1, p24-36. 13p. 3 Charts, 2 Graphs.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Intensive+reading%22">Intensive reading</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+intervention%22">Reading intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+%28Elementary%29%22">Reading (Elementary)</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+%28Secondary%29%22">Reading (Secondary)</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Abstract: 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 significantly greater gains in reading fluency compared to students who received one year of intervention and the BAU group. Students in both the one‐ and two‐year groups demonstrated similar and significantly larger gains in word reading in comparison to the BAU group. There were no statistically significant differences between the three groups on standardized measures of reading comprehension. We discuss these results in the context of research with late elementary and secondary students targeting reading comprehension. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Learning Disabilities Research & Practice (Wiley-Blackwell) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=127875817
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/ldrp.12159
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 24
    Subjects:
      – SubjectFull: Intensive reading
        Type: general
      – SubjectFull: Reading intervention
        Type: general
      – SubjectFull: Reading (Elementary)
        Type: general
      – SubjectFull: Reading (Secondary)
        Type: general
      – SubjectFull: Learning disabilities
        Type: general
    Titles:
      – TitleFull: The Effects of One versus Two Years of Intensive Reading Intervention Implemented with Late Elementary Struggling Readers.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Miciak, Jeremy
      – PersonEntity:
          Name:
            NameFull: Roberts, Garrett
      – PersonEntity:
          Name:
            NameFull: Taylor, W. Pat
      – PersonEntity:
          Name:
            NameFull: Solis, Michael
      – PersonEntity:
          Name:
            NameFull: Ahmed, Yusra
      – PersonEntity:
          Name:
            NameFull: Vaughn, Sharon
      – PersonEntity:
          Name:
            NameFull: Fletcher, Jack M.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 02
              Text: Feb2018
              Type: published
              Y: 2018
          Identifiers:
            – Type: issn-print
              Value: 09388982
          Numbering:
            – Type: volume
              Value: 33
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Learning Disabilities Research & Practice (Wiley-Blackwell)
              Type: main
ResultId 1