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Vaughn, Sharon; Roberts, Garrett J.; Miciak, Jeremy; Taylor, Pat; Fletcher, Jack M. – Journal of Learning Disabilities, 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…
Descriptors: Intervention, Learning Disabilities, Word Recognition, Reading Comprehension
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Toste, Jessica R.; Capin, Philip; Williams, Kelly J.; Cho, Eunsoo; Vaughn, Sharon – Journal of Learning Disabilities, 2019
This randomized control trial examined the efficacy of an intervention aimed at improving multisyllabic word reading (MWR) skills among fourth- and fifth-grade struggling readers (n = 109, 48.6% male), as well as the relative effects of an embedded motivational beliefs training component. This study was a closely aligned replication of our earlier…
Descriptors: Intervention, Reading Skills, Syllables, Grade 4
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Tamis-LeMonda, Catherine S.; Luo, Rufan; McFadden, Karen E.; Bandel, Eileen T.; Vallotton, Claire – Applied Developmental Science, 2019
We examined whether the early learning environment predicts children's 5th grade skills in 2,204 families from ethnically diverse, low-income backgrounds; tested the mediating roles of children's pre-kindergarten school-related skills and later learning environment; and asked whether lagged associations generalize across White, Black, Hispanic…
Descriptors: Family Environment, Grade 5, Elementary School Students, Preschool Children