Reading Interventions for Struggling Readers in the Upper Elementary Grades: A Synthesis of 20 Years of Research

Autor/inn/en	Wanzek, Jeanne; Wexler, Jade; Vaughn, Sharon; Ciullo, Stephen
Titel	Reading Interventions for Struggling Readers in the Upper Elementary Grades: A Synthesis of 20 Years of Research
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 23 (2010) 8, S.889-912 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-009-9179-5
Schlagwörter	Reading Difficulties; Word Recognition; Grade 5; Grade 4; Learning Disabilities; Outcomes of Education; Instructional Effectiveness; Literature Reviews; Research Reports; Reading Research; Synthesis; Elementary School Students; Reading Comprehension; Vocabulary Development; Reading Instruction + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Worterkennung; School year 05; 5. Schuljahr; Schuljahr 05; School year 04; 4. Schuljahr; Schuljahr 04; Learning handicap; Lernbehinderung; Lernleistung; Schulerfolg; Unterrichtserfolg; Research report; Forschungsbericht; Leseforschung; Leseverstehen; Wortschatzarbeit; Leseunterricht
Abstract	A synthesis of the extant research on reading interventions for students with reading difficulties and disabilities in fourth and fifth grade (ages 9-11) is presented. Thirteen studies with treatment/comparison study designs and eleven single group or single subject studies were located and synthesized. Findings from the 24 studies revealed high effects for comprehension interventions on researcher-developed comprehension measures. Word recognition interventions yielded small to moderate effects on a range of reading outcomes. Few studies were located implementing vocabulary and multi-component interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10