Jade Wexler

TL;DR: A yearlong, very small-group, intensive reading intervention for eighth-grade students with serious reading difficulties who had demonstrated low response to intervention (RTI) showed that students in the treatment condition demonstrated significantly higher scores than comparison students on standardized measures of comprehension and word identification.

TL;DR: There is preliminary evidence that there may be no differential effects between repeated reading interventions and the same amount of non-repetitive reading with older struggling readers for increasing reading speed, word recognition, and comprehension.

TL;DR: Spelling outcomes were consistently improved following spelling interventions that included explicit instruction with multiple practice opportunities and immediate corrective feedback after the word was misspelled.

TL;DR: Investigation of relations among oral and silent reading fluency and reading comprehension for students in Grades 6 to 8 and the use of fluency scores to identify middle school students who are at risk for failure on a high-stakes reading test indicated moderate positive relations between measures of fluencies and comprehension.

TL;DR: A year-long, small-group, tertiary (Tier 3) intervention that examined 2 empirically derived but conceptually different treatments and a comparison condition provides a framework from which to refine further interventions for older students with reading disabilities.