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Tytuł pozycji:

Efficacy of a Word- and Text-Based Intervention for Students With Significant Reading Difficulties.

Tytuł:
Efficacy of a Word- and Text-Based Intervention for Students With Significant Reading Difficulties.
Autorzy:
Vaughn S; 1 The University of Texas at Austin, Austin, TX, USA.
Roberts GJ; 2 University of Denver, Denver, CO, USA.
Miciak J; 3 University of Houston, Houston, TX, USA.
Taylor P; 3 University of Houston, Houston, TX, USA.
Fletcher JM; 3 University of Houston, Houston, TX, USA.
Źródło:
Journal of learning disabilities [J Learn Disabil] 2019 Jan/Feb; Vol. 52 (1), pp. 31-44. Date of Electronic Publication: 2018 May 23.
Typ publikacji:
Journal Article; Randomized Controlled Trial; Research Support, N.I.H., Extramural
Język:
English
Imprint Name(s):
Publication: 2008- : Thousand Oaks, CA : Sage, : Professional Press
Original Publication: Chicago, Professional Press.
MeSH Terms:
Comprehension*/physiology
Reading*
Dyslexia/*rehabilitation
Remedial Teaching/*methods
Child ; Female ; Humans ; Male ; Treatment Outcome
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Grant Information:
P50 HD052117 United States HD NICHD NIH HHS
Contributed Indexing:
Keywords: age; comprehension; efficacy; elementary; reading; treatment
Entry Date(s):
Date Created: 20180525 Date Completed: 20200427 Latest Revision: 20200427
Update Code:
20240104
PubMed Central ID:
PMC6249110
DOI:
10.1177/0022219418775113
PMID:
29792081
Czasopismo naukowe
We examine the efficacy of an intervention to improve word reading and reading comprehension in fourth- and fifth-grade students with significant reading problems. Using a randomized control trial design, we compare the fourth- and fifth-grade reading outcomes of students with severe reading difficulties who were provided a researcher-developed treatment with reading outcomes of students in a business-as-usual (BAU) comparison condition. A total of 280 fourth- and fifth-grade students were randomly assigned within school in a 1:1 ratio to either the BAU comparison condition ( n = 139) or the treatment condition ( n = 141). Treatment students were provided small-group tutoring for 30 to 45 minutes for an average of 68 lessons (mean hours of instruction = 44.4, SD = 11.2). Treatment students performed statistically significantly higher than BAU students on a word reading measure (effect size [ES] = 0. 58) and a measure of reading fluency (ES = 0.46). Though not statistically significant, effect sizes for students in the treatment condition were consistently higher than BAU students for decoding measures (ES = 0.06, 0.08), and mixed for comprehension (ES = -0.02, 0.14).

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