Why Intensive Interventions Matter: Longitudinal Studies of Adolescents with Reading Disabilities and Poor Reading Comprehension

Autor/inn/en	Solis, Michael; Miciak, Jeremy; Vaughn, Sharon; Fletcher, Jack M.
Titel	Why Intensive Interventions Matter: Longitudinal Studies of Adolescents with Reading Disabilities and Poor Reading Comprehension
Quelle	In: Learning Disability Quarterly, 37 (2014) 4, S.218-229 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948714528806
Schlagwörter	Longitudinal Studies; Grade 6; Grade 7; Grade 8; Reading Difficulties; Reading Comprehension; Learning Disabilities; Comparative Analysis; Experimental Groups; Control Groups; Intervention; Screening Tests; Student Evaluation; Teaching Methods; Outcomes of Education; Middle School Students; Response to Intervention; Faculty Development; Vocabulary Development; Reading Instruction; Reading Fluency; Word Study Skills; Skill Development; Texas + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Reading difficulty; Leseschwierigkeit; Leseverstehen; Learning handicap; Lernbehinderung; Screening-Verfahren; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Wortschatzarbeit; Leseunterricht; Wortschatzanalyse; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	We describe findings from a series of longitudinal studies utilizing a response to intervention framework implemented over 3 years with students in Grades 6 through 8 with reading disabilities and poor reading comprehension. Students were identified based on reading comprehension scores in Grade 5 (n = 1,083) and then randomized to treatment or comparison conditions. Beginning in sixth grade, students assigned to intervention were provided treatment for 1, 2, or 3 years based on their response to instruction in each preceding year. Screening procedures, progress monitoring tools, tiers of instruction, and findings from each year of the study are reported. Additional studies investigating reading and behavioral outcomes through multi-level, growth modeling, and studies of the cognitive and neural correlates of inadequate response are also reported. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10