Effects of a Reading Intervention Implemented at Differing Intensities for Upper Elementary Students

Autor/inn/en	Donegan, Rachel E.; Wanzek, Jeanne; Al Otaiba, Stephanie
Titel	Effects of a Reading Intervention Implemented at Differing Intensities for Upper Elementary Students
Quelle	In: Learning Disabilities Research & Practice, 35 (2020) 2, S.62-71 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Donegan, Rachel E.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/ldrp.12218
Schlagwörter	Intervention; Elementary School Students; Students with Disabilities; Reading Difficulties; At Risk Students; Severe Disabilities; Grade 4; Outcomes of Treatment; Reading Fluency; Program Effectiveness + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Reading difficulty; Leseschwierigkeit; Severe disability; Schwerbehinderung; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	Students with disabilities who display severe reading difficulties may require intensive interventions in order to make progress. The purpose of this study is to examine the effects of a multicomponent reading intervention implemented at two different intensities, in two separate randomized control trials, for a subset of fourth-grade students who displayed severe reading difficulties, and who had or were at risk for disabilities. We use multilevel models to examine the effect of a standard, less intensive implementation in Study 1, and of a more intensive implementation in Study 2, relative to typical school services. Analyses revealed no significant effects of treatment for the standard, less intensive implementation in Study 1. Significant effects for word reading and word reading fluency outcomes for students assigned to receive the intensive implementation were noted in Study 2. Implications, limitations, and directions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01