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ERIC Number: EJ963712
Record Type: Journal
Publication Date: 2011-Dec
Pages: 27
Abstractor: As Provided
ISSN: ISSN-0013-5984
Effects of the Interactive Strategies Approach-Extended: A Responsive and Comprehensive Intervention for Intermediate-Grade Struggling Readers
Gelzheiser, Lynn M.; Scanlon, Donna; Vellutino, Frank; Hallgren-Flynn, Laura; Schatschneider, Christopher
Elementary School Journal, v112 n2 p280-306 Dec 2011
To implement Response to Intervention with intermediate-grade struggling readers, there is a need for interventions that are responsive to individual student needs, and sufficiently comprehensive to support the many dimensions of the reading process. This research examined the efficacy of such an intervention, the Interactive Strategies Approach-Extended (ISA-X), which was provided by public school teachers in a daily, one-to-one format to grade 4 struggling readers with individualized education programs. Half the students received the intervention in the fall semester while the others served as a wait-list control group who received the intervention in the spring. After the fall intervention, struggling readers had significantly higher scores than control students on measures of reading comprehension and accuracy; effects on New York State's high-stakes language arts assessment approached significance. Regression analyses showed significant intervention effects on measures of basic reading skills and social studies vocabulary; effects on a measure of fluency were not significant. (Contains 3 tables and 2 notes.)
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test
IES Funded: Yes
Grant or Contract Numbers: R324A070223
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards