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Tytuł:
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Replication of an Experimental Study Investigating the Efficacy of a Multisyllabic Word Reading Intervention With and Without Motivational Beliefs Training for Struggling Readers.
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Autorzy:
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Toste JR; 1 Department of Special Education and The Meadows Center for Preventing Educational Risk, The University of Texas at Austin, USA.
Capin P; 1 Department of Special Education and The Meadows Center for Preventing Educational Risk, The University of Texas at Austin, USA.
Williams KJ; 1 Department of Special Education and The Meadows Center for Preventing Educational Risk, The University of Texas at Austin, USA.
Cho E; 2 Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, USA.
Vaughn S; 1 Department of Special Education and The Meadows Center for Preventing Educational Risk, The University of Texas at Austin, USA.
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Źródło:
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Journal of learning disabilities [J Learn Disabil] 2019 Jan/Feb; Vol. 52 (1), pp. 45-58. Date of Electronic Publication: 2018 May 17.
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Typ publikacji:
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Journal Article; Randomized Controlled Trial; Research Support, U.S. Gov't, Non-P.H.S.
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Język:
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English
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Imprint Name(s):
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Publication: 2008- : Thousand Oaks, CA : Sage, : Professional Press
Original Publication: Chicago, Professional Press.
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MeSH Terms:
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Motivation*/physiology
Dyslexia/*psychology
Dyslexia/*rehabilitation
Psychotherapy/*methods
Remedial Teaching/*methods
Child ; Combined Modality Therapy ; Comprehension/physiology ; Female ; Humans ; Male ; Reading ; Treatment Outcome
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Contributed Indexing:
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Keywords: intervention; motivation; multisyllabic words; replication; word reading
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Entry Date(s):
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Date Created: 20180518 Date Completed: 20200427 Latest Revision: 20200427
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Update Code:
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20240104
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DOI:
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10.1177/0022219418775114
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PMID:
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29771184
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This randomized control trial examined the efficacy of an intervention aimed at improving multisyllabic word reading (MWR) skills among fourth- and fifth-grade struggling readers ( n = 109, 48.6% male), as well as the relative effects of an embedded motivational beliefs training component. This study was a closely aligned replication of our earlier work. The intervention was replicated with a three-condition design: MWR only, MWR with a motivational beliefs component, and business-as-usual control. Students were tutored in small groups for 40 lessons (four 40-min lessons each week). When we combined performance of students in both MWR conditions, intervention students significantly outperformed controls on proximal measures of affix reading and MWR, as well as standardized measures of decoding, spelling, and text comprehension. Furthermore, there was a noted interaction between English learner status and treatment on spelling performance. There were no statistically significant main effects between the MWR groups on proximal or standardized measures of interest. Findings are discussed in terms of their relevance to MWR instruction for students with persistent reading difficulties and considerations for future research related to the malleability of motivation.