Literature DB >> 18354933

Response to varying amounts of time in reading intervention for students with low response to intervention.

Jeanne Wanzek1, Sharon Vaughn.   

Abstract

Two studies examined response to varying amounts of time in reading intervention for two cohorts of first-grade students demonstrating low levels of reading after previous intervention. Students were assigned to one of three groups that received (a) a single dose of intervention, (b) a double dose of intervention, or (c) no intervention. Examination of individual student response to intervention indicated that more students in the treatment groups demonstrated accelerated learning over time than students in the comparison condition. Students' responses to the single-dose and double-dose interventions were similar over time. Students in all conditions demonstrated particular difficulties with gains in reading fluency. Implications for future research and practice within response to intervention models are provided.

Mesh：

Year:  2008        PMID： 18354933      PMCID： PMC3322477          DOI： 10.1177/0022219407313426

Source DB:  PubMed          Journal:  J Learn Disabil        ISSN： 0022-2194


  5 in total

1.  Training phonological awareness with and without explicit attention to articulation.

Authors:  B W Wise; J Ring; R K Olson
Journal:  J Exp Child Psychol       Date:  1999-04

2.  Remediating the core deficits of developmental reading disability: a double-deficit perspective.

Authors:  M W Lovett; K A Steinbach; J C Frijters
Journal:  J Learn Disabil       Date:  2000 Jul-Aug

3.  Reading research for students with LD: a meta-analysis of intervention outcomes.

Authors:  H L Swanson
Journal:  J Learn Disabil       Date:  1999 Nov-Dec

4.  Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study.

Authors:  Stephanie Al Otaiba; Douglas Fuchs
Journal:  J Learn Disabil       Date:  2006 Sep-Oct

5.  Intensive remedial instruction for children with severe reading disabilities: immediate and long-term outcomes from two instructional approaches.

Authors:  J K Torgesen; A W Alexander; R K Wagner; C A Rashotte; K K Voeller; T Conway
Journal:  J Learn Disabil       Date:  2001 Jan-Feb
  5 in total
  8 in total

1.  Accelerating chronically unresponsive children to tier 3 instruction: what level of data is necessary to ensure selection accuracy?

Authors:  Donald L Compton; Jennifer K Gilbert; Joseph R Jenkins; Douglas Fuchs; Lynn S Fuchs; Eunsoo Cho; Laura A Barquero; Bobette Bouton
Journal:  J Learn Disabil       Date:  2012-04-06

2.  WHY INTENSIVE INTERVENTIONS ARE NECESSARY FOR STUDENTS WITH SEVERE READING DIFFICULTIES.

Authors:  Sharon Vaughn; Carolyn A Denton; Jack M Fletcher
Journal:  Psychol Sch       Date:  2010-05

3.  Is "Response/No Response" Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types With Latent Profile Analysis.

Authors:  Peng Peng; Douglas Fuchs; Lynn S Fuchs; Eunsoo Cho; Amy M Elleman; Devin M Kearns; Samuel Patton; Donald L Compton
Journal:  J Learn Disabil       Date:  2020-07-04

4.  Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3.

Authors:  Jeanne Wanzek; Sharon Vaughn; Nancy Scammacca; Brandy Gatlin; Melodee A Walker; Philip Capin
Journal:  Educ Psychol Rev       Date:  2015-06-28

5.  An Experimental Study of Scheduling and Duration of "Tier 2" First-Grade Reading Intervention.

Authors:  Carolyn A Denton; Paul T Cirino; Amy E Barth; Melissa Romain; Sharon Vaughn; Jade Wexler; David J Francis; Jack M Fletcher
Journal:  J Res Educ Eff       Date:  2011-01-01

6.  To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in Reading.

Authors:  Stephanie Al Otaiba; Carol M Connor; Jessica S Folsom; Jeanne Wanzek; Luana Greulich; Christopher Schatschneider; Richard K Wagner
Journal:  Except Child       Date:  2014-10-01

7.  Genetic and environmental influences on the growth of early reading skills.

Authors:  Stephen A Petrill; Sara A Hart; Nicole Harlaar; Jessica Logan; Laura M Justice; Christopher Schatschneider; Lee Thompson; Laura S Dethorne; Kirby Deater-Deckard; Laurie Cutting
Journal:  J Child Psychol Psychiatry       Date:  2010-01-05       Impact factor: 8.982

Review 8.  A meta-analysis of single-subject reading intervention studies for struggling readers: using Improvement Rate Difference (IRD).

Authors:  Dongil Kim; Yeji An; HyeYun Gladys Shin; Jaeho Lee; Soyoung Park
Journal:  Heliyon       Date:  2020-11-03
  8 in total

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