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Direct linkAhmed, Yusra; Miciak, Jeremy; Taylor, W. Pat; Francis, David J. – Journal of Learning Disabilities, 2022
We evaluate the direct and inferential mediation (DIME) model for reading comprehension with a sample of struggling readers in Grades 3 to 5 (N = 364) in the context of a large-scale randomized controlled trial (RCT) investigating two theoretically distinct reading interventions (text processing + foundational skills [n = 117] or text processing…
Descriptors: Reading Instruction, Reading Comprehension, Elementary School Students, Reading Difficulties
Download full textFrancis, David J.; Kulesz, Paulina A.; Benoit, Julia S. – Remedial and Special Education, 2018
This study leverages advances in multivariate cross-classified random effects models to extend the Simple View of Reading to account for variation within readers and across texts, allowing for both the personalization of the reading function and the integration of the component skills and text and discourse frameworks for reading research. We…
Descriptors: Middle School Students, Reading Difficulties, Reading Fluency, Oral Reading
