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ERIC Number: EJ1015359
Record Type: Journal
Publication Date: 2013-Aug
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0731-9487
Ameliorating Reading Disabilities Early: Examining an Effective Encoding and Decoding Prevention Instruction Model
Weiser, Beverly L.
Learning Disability Quarterly, v36 n3 p161-177 Aug 2013
The purpose of this study was to determine whether integrating encoding instruction with reading instruction provides stronger gains for students who struggle with reading than instruction that includes little or no encoding. An instructional design model was investigated to best fit the data of 175 first-grade readers at risk for reading disabilities. Using cross-classified hierarchical linear modeling, variance in students' posttest scores could adequately be explained by students' initial encoding and decoding abilities, classroom and intervention encoding instruction time, and the number of supplemental integrated encoding and decoding intervention lessons received. Results indicated that integrating encoding and decoding instruction in first-grade classrooms, as well as supplemental intervention programs, may be the missing link to decreasing and possibly preventing future reading failure for students previously at risk for reading disabilities. (Contains 4 notes, 1 figure, and 4 tables.)
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:; Web site:
Publication Type: Reports - Research; Journal Articles
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement
Grant or Contract Numbers: N/A