Efficacy of a Word- and Text-Based Intervention for Students with Significant Reading Difficulties

Autor/inn/en	Vaughn, Sharon; Roberts, Garrett J.; Miciak, Jeremy; Taylor, Pat; Fletcher, Jack M.
Titel	Efficacy of a Word- and Text-Based Intervention for Students with Significant Reading Difficulties
Quelle	In: Journal of Learning Disabilities, 52 (2019) 1, S.31-44 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219418775113
Schlagwörter	Intervention; Learning Disabilities; Word Recognition; Reading Comprehension; Reading Skills; Grade 4; Grade 5; Reading Difficulties; Elementary School Students; Teaching Methods; Program Effectiveness; Decoding (Reading); Achievement Tests; Spelling; Reading Instruction; Woodcock Johnson Tests of Achievement; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Worterkennung; Leseverstehen; Reading skill; Lesefertigkeit; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Reading difficulty; Leseschwierigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Dekodierung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schreibweise; Leseunterricht
Abstract	We examine the efficacy of an intervention to improve word reading and reading comprehension in fourth- and fifth-grade students with significant reading problems. Using a randomized control trial design, we compare the fourth- and fifth-grade reading outcomes of students with severe reading difficulties who were provided a researcher-developed treatment with reading outcomes of students in a business-as-usual (BAU) comparison condition. A total of 280 fourth- and fifth-grade students were randomly assigned within school in a 1:1 ratio to either the BAU comparison condition (n = 139) or the treatment condition (n = 141). Treatment students were provided small-group tutoring for 30 to 45 minutes for an average of 68 lessons (mean hours of instruction = 44.4, SD = 11.2). Treatment students performed statistically significantly higher than BAU students on a word reading measure (effect size [ES] = 0.58) and a measure of reading fluency (ES = 0.46). Though not statistically significant, effect sizes for students in the treatment condition were consistently higher than BAU students for decoding measures (ES = 0.06, 0.08), and mixed for comprehension (ES = -0.02, 0.14). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01