ERIC Number: EJ1199703
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
Efficacy of a Word- and Text-Based Intervention for Students with Significant Reading Difficulties
Vaughn, Sharon; Roberts, Garrett J.; Miciak, Jeremy; Taylor, Pat; Fletcher, Jack M.
Journal of Learning Disabilities, v52 n1 p31-44 Jan-Feb 2019
We examine the efficacy of an intervention to improve word reading and reading comprehension in fourth- and fifth-grade students with significant reading problems. Using a randomized control trial design, we compare the fourth- and fifth-grade reading outcomes of students with severe reading difficulties who were provided a researcher-developed treatment with reading outcomes of students in a business-as-usual (BAU) comparison condition. A total of 280 fourth- and fifth-grade students were randomly assigned within school in a 1:1 ratio to either the BAU comparison condition (n = 139) or the treatment condition (n = 141). Treatment students were provided small-group tutoring for 30 to 45 minutes for an average of 68 lessons (mean hours of instruction = 44.4, SD = 11.2). Treatment students performed statistically significantly higher than BAU students on a word reading measure (effect size [ES] = 0.58) and a measure of reading fluency (ES = 0.46). Though not statistically significant, effect sizes for students in the treatment condition were consistently higher than BAU students for decoding measures (ES = 0.06, 0.08), and mixed for comprehension (ES = -0.02, 0.14).
Descriptors: Intervention, Learning Disabilities, Word Recognition, Reading Comprehension, Reading Skills, Grade 4, Grade 5, Reading Difficulties, Elementary School Students, Teaching Methods, Program Effectiveness, Decoding (Reading), Achievement Tests, Spelling, Reading Instruction
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: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education; Grade 5; Middle Schools
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement; Gates MacGinitie Reading Tests
Grant or Contract Numbers: P50HD05211707