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Direct linkMusti, Shobana; Smith, Jesslyn M.; Begeny, John C. – Intervention in School and Clinic, 2023
Text reading fluency is an important reading goal for all students. Students with a known reading disability often need systematic and evidence-based instructional supports to reach grade-level benchmarks in fluency. A recent focus on high-impact tutoring practices has given attention to the virtual or remote implementation of programs. This…
Descriptors: Electronic Learning, Tutorial Programs, Reading Improvement, Reading Fluency
Begeny, John C.; Levy, Rebecca A.; Field, Stacey A. – Journal of Applied School Psychology, 2018
Reading fluency is necessary for reading comprehension, but approximately 40% of U.S. fourth-grade students have inadequate reading fluency skills. Because small-group (SG) instruction is often used as a first line of intervention for struggling readers, SG instruction targeting deficiencies in text reading fluency ought to be part of every…
Descriptors: Small Group Instruction, Reading Improvement, Reading Fluency, Reading Skills
Vess, Sarah F.; Begeny, John C.; Norwalk, Kate E.; Ankney, Robyn N. – Journal of Applied School Psychology, 2018
This randomized study evaluated two evidence-based reading interventions with 121 middle school students who presented with reading fluency deficits. One intervention was teacher-directed and utilized numerous evidence-based strategies; the other intervention, the Helping Early Literacy with Practice Strategies for Small Groups Program, provided a…
Descriptors: Middle School Students, Reading Fluency, Reading Instruction, Intervention
Devaney, Asenath A.; Begeny, John C.; Haskett, Mary E.; Ginns, Diana S. – Contemporary School Psychology, 2019
In the USA, students with emotional and behavioral disorders (EBD) are among the most vulnerable to have reading difficulties, experience general academic failure, and drop out of school. Students with EBD who receive schooling in residential treatment centers are at even greater risk for academic difficulties. To date, very little research has…
Descriptors: Emotional Disturbances, Behavior Disorders, Reading Difficulties, Academic Failure
Field, Stacey A.; Begeny, John C.; Kyung Kim, Eui – Reading & Writing Quarterly, 2019
Although research suggests that certain cognitive functions predict the likelihood of intervention response for students who receive Tier 2 instruction through a response to intervention framework, researchers know less about cognitive predictors of response to Tier 3 instruction. This study measured 2nd and 3rd graders' performance on 7 cognitive…
Descriptors: Cognitive Ability, Response to Intervention, Predictor Variables, Grade 2
Begeny, John C. – School Psychology International, 2019
Scholarship in school psychology has continued to document the need and importance of contextually relevant intervention and prevention research, but this type of research remains relatively scarce. Also problematic, this type of research is even more limited in low- and middle-income countries (LMIC) compared to high-income countries. This…
Descriptors: Reading Instruction, Teaching Methods, Foreign Countries, Grade 3
