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ERIC Number: EJ788353
Record Type: Journal
Publication Date: 2007
Pages: 21
Abstractor: Author
Reference Count: 47
ISSN: ISSN-0279-6015
Research-Based Implications from Extensive Early Reading Interventions
Wanzek, Jeanne; Vaughn, Sharon
School Psychology Review, v36 n4 p541-561 2007
A synthesis of the extant research on extensive early reading interventions for students with reading difficulties and disabilities is provided. Findings from 18 studies published between 1995 and 2005 revealed positive outcomes for students participating in extensive interventions. Results indicated higher effects for studies providing intervention early (grades K-1). No differences in overall outcomes were revealed between studies implementing highly standardized interventions or interventions with less standardized implementation. Implications for practice and future research are discussed. (Contains 2 tables.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
IES Cited: ED504264