Intensive Intervention for Upper Elementary Students with Severe Reading Comprehension Difficulties

Autor/inn/en	Wanzek, Jeanne; Al Otaiba, Stephanie; Schatschneider, Christopher; Donegan, Rachel E.; Rivas, Brenna; Jones, Francesca; Petscher, Yaacov
Titel	Intensive Intervention for Upper Elementary Students with Severe Reading Comprehension Difficulties
Quelle	(2020), (44 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Intervention; Grade 4; Elementary School Students; Reading Difficulties; Reading Achievement; Reading Instruction; Teaching Methods; Reading Fluency; Program Effectiveness; Reading Skills; Achievement Tests; Reading Tests; Emergent Literacy; School Districts; Student Characteristics; Severe Disabilities; Small Group Instruction; English Language Learners; Woodcock Johnson Tests of Achievement; Test of Word Reading Efficiency; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Woodcock Reading Mastery Test; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Reading difficulty; Leseschwierigkeit; Leseleistung; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Reading skill; Lesefertigkeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest; Frühleseunterricht; School district; Schulbezirk; Severe disability; Schwerbehinderung
Abstract	This study examined the effectiveness of the intensive implementation of a multicomponent reading intervention (Voyager Passport) with 306 fourth grade students with severe reading difficulties. Students with reading comprehension achievement below the 15%ile in the fall of fourth grade were randomly assigned to the intensive intervention or to typical school services. Students assigned to the intensive intervention were placed in instructional groups of 2-3 students and received daily, 45 min sessions of supplemental, multicomponent reading intervention throughout the school year. Students in the intensive intervention significantly outperformed their peers receiving typical school services in word reading (ES = 0.25) and word reading fluency (ES = 0.19). Study groups performed similarly on measures of reading fluency and comprehension. Ultimately, students with severe reading difficulties accelerated their word reading and word reading efficiency achievement, but the acceleration was not enough to also accelerate their reading fluency or reading comprehension. [This paper was published in "Journal of Research on Educational Effectiveness" v13 p408-429 2020 (EJ1261968).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01