Literaturnachweis - Detailanzeige
| Autor/inn/en | Daniel, Johny; Vaughn, Sharon; Roberts, Gregory; Grills, Amie |
|---|---|
| Titel | The Importance of Baseline Word Reading Skills in Examining Student Response to a Multicomponent Reading Intervention |
| Quelle | In: Journal of Learning Disabilities, 55 (2022) 4, S.259-271 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Daniel, Johny) ORCID (Vaughn, Sharon) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-2194 |
| DOI | 10.1177/00222194211010349 |
| Schlagwörter | Reading Difficulties; Reading Skills; Intervention; Grade 3; Grade 4; Elementary School Students; Predictor Variables; Reading Comprehension; Program Effectiveness; Reading Fluency; Vocabulary Development; Word Recognition; Gates MacGinitie Reading Tests; Woodcock Johnson Tests of Achievement; Kaufman Test of Educational Achievement |
| Abstract | To address the needs of a diverse group of students with reading difficulties, a majority of researchers over the last decade have designed and implemented multicomponent reading interventions (MCRIs) that provide instruction in multiple areas of reading yielding mixed results. The current study evaluates whether students' baseline word reading skills predict their response to a MCRI. Data from a randomized controlled trial for third- and fourth-grade students with reading difficulties (N = 128) were analyzed. Results demonstrate that baseline word reading was a significant predictor of students' end-of-year reading comprehension performance. Treatment group students who had lower baseline word reading compared with those students with comparatively higher word reading scores performed significantly lower on posttest reading comprehension. Findings denote the importance of word reading instruction for upper elementary students who are below-average word readers and also indicate the need for tailoring reading intervention to align with individual reader needs. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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