Journal ArticleDOI
Response to Intervention for Middle School Students With Reading Difficulties: Effects of a Primary and Secondary Intervention.
Sharon Vaughn,Paul T. Cirino,Jeanne Wanzek,Jade Wexler,Jack M. Fletcher,Carolyn D. Denton,Amy E. Barth,Melissa Romain,David J. Francis +8 more
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TLDR
Students who received the researcher-provided intervention scored significantly higher than students who received comparison intervention on measures of word attack, spelling, the state accountability measure, passage comprehension, and phonemic decoding efficiency, although most often in particular subgroups.Abstract:
This study examined the effectiveness of a yearlong, researcher-provided, Tier 2 (secondary) intervention with a group of sixth-graders. The intervention emphasized word recognition, vocabulary, fluency, and comprehension, Participants scored below a proficiency level on their slate accountability test and were compared to a similar group of struggling readers receiving school-provided instruction. All students received the benefits of content area teachers who participated in researcher-provided professional development designed to integrate vocabulary and comprehension practices throughout the school day (Tier 1). Students who participated in the Tier 2 intervention showed gains on measures of decoding, fluency, and comprehension, but differences relative to students in the comparison group were small (median d = +0.16). Students who received the re searcher-provided intervention scored significantly higher than students who received comparison intervention on measures of word attack, spelling, the state accountability measure, passage comprehension, and phonemic decoding efficiency, although most often in particular subgroups.read more
Citations
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Journal ArticleDOI
Seminar: Developmental Dyslexia
TL;DR: Work confirms that, neurobiologically, dyslexia is characterised by dysfunction of the normal left hemisphere language network and also implicates abnormal white matter development.
Journal ArticleDOI
Responsiveness-to-Intervention A Decade Later
Lynn S. Fuchs,Sharon Vaughn +1 more
TL;DR: This introduction to this special issue, “A Decade Later,” provides an overview of the accomplishments as well as the persistent questions surrounding RTI, and highlights how the articles in the present special issue expand upon the key issues.
Journal ArticleDOI
Smart RTI: A Next-Generation Approach to Multilevel Prevention
TL;DR: Smart RTI is defined as making efficient use of school resources while maximizing students' opportunities for success, which is discussed three important features of Smart RTI: (a) multistage screening to identify risk, (b)Multistage assessment to determine appropriate levels of instruction, and (c) a role for special education that supports prevention.
Journal ArticleDOI
A Meta-Analysis of Interventions for Struggling Readers in Grades 4–12: 1980–2011
TL;DR: The combined corpus of 82 study-wise effect sizes was meta- analyzed to determine the overall effectiveness of reading interventions studied over the past 30 years, how the magnitude of the effect varies based on student, intervention, and research design characteristics, and what differences in effectiveness exist between more recent interventions and older ones.
Journal ArticleDOI
Extensive Reading Interventions for Students With Reading Difficulties After Grade 3
Jeanne Wanzek,Sharon Vaughn,Nancy K. Scammacca,Kristina Metz,Christy S. Murray,Gregory J Roberts,Louis Danielson +6 more
TL;DR: Wanzek et al. as discussed by the authors extended a report of research on extensive interventions in kindergarten through third grade to students in Grades 4 through 12, recognizing that many of the same questions about the effectiveness of reading interventions with younger students are important to address with older students, including how effective are extensive intervention in improving reading outcomes for older students with reading difficulties or disabilities and what features of extensive interventions are associated with improved outcomes.
References
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Book
Bringing Words to Life : Robust Vocabulary Instruction
TL;DR: Rationale for Robust Vocabulary Instruction, a guide to bringing Vocabulary into the Earliest Grades, and Assessing and Maintaining New Vocabulary.
Book
Learning Disabilities : From Identification to Intervention
TL;DR: This chapter discusses classification, definition, and identification of Learning Disabilities, as well as assessment of learning disabilities, and their applications in reading and mathematics.
Journal ArticleDOI
How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure? A meta-analysis of the intervention research
TL;DR: A meta-analysis of supplemental, adult-instructed one-to-one reading interventions for elementary students at risk for reading failure was conducted by as discussed by the authors, who found that interventions that used trained volunteers or college students were highly effective.
Related Papers (5)
Introduction to Response to Intervention: What, Why, and How Valid Is It?.
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Research-Based Implications from Extensive Early Reading Interventions
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