Intensive Intervention for Upper Elementary Students with Severe Reading Comprehension Difficulties

Autor/inn/en	Wanzek, Jeanne; Otaiba, Stephanie Al; Schatschneider, Christopher; Donegan, Rachel E.; Rivas, Brenna; Jones, Francesca; Petscher, Yaacov
Titel	Intensive Intervention for Upper Elementary Students with Severe Reading Comprehension Difficulties
Quelle	In: Journal of Research on Educational Effectiveness, 13 (2020) 3, S.408-429 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2019.1710886
Schlagwörter	Intervention; Elementary School Students; Students with Disabilities; Reading Difficulties; Reading Comprehension; Grade 4; Program Effectiveness; Severe Disabilities; Decoding (Reading); Vocabulary Development; Small Group Instruction; Reading Fluency; English Language Learners; Achievement Tests; Reading Tests; Emergent Literacy; Woodcock Johnson Tests of Achievement; Woodcock Reading Mastery Test; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Reading difficulty; Leseschwierigkeit; Leseverstehen; School year 04; 4. Schuljahr; Schuljahr 04; Severe disability; Schwerbehinderung; Dekodierung; Wortschatzarbeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest; Frühleseunterricht
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 15th percentile 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 two to three students and received daily, 45-minute 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 (effect size [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. [For the corresponding grantee submission, see ED616060.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01