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ERIC Number: EJ850230
Record Type: Journal
Publication Date: 2009-Aug
Pages: 13
Abstractor: As Provided
Reference Count: 28
ISSN: ISSN-0938-8982
Students Demonstrating Persistent Low Response to Reading Intervention: Three Case Studies
Wanzek, Jeanne; Vaughn, Sharon
Learning Disabilities Research & Practice, v24 n3 p151-163 Aug 2009
Three students with severe reading disabilities participated in a 3-year intervention provided by trained tutors from first grade through third grade (175-231 hours). All three students demonstrated very low response to initial levels of intervention and were provided adjusted intensive intervention in an attempt to remedy their low response to instruction. Findings revealed that two of the three students realized limited growth and did not accelerate progress toward reducing the gap between their performance and the expected grade level performance. One student accelerated growth considerably during third grade and made accelerated progress toward grade level expectations. Information on intervention implementation and student progress as well as implications for practice and further research are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A