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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
Denton, Carolyn A.; Tolar, Tammy D.; Fletcher, Jack M.; Barth, Amy E.; Vaughn, Sharon; Francis, David J. – Journal of Educational Psychology, 2013
This article describes a randomized controlled trial conducted to evaluate the effects of an intensive, individualized, Tier 3 reading intervention for second grade students who had previously experienced inadequate response to quality first grade classroom reading instruction (Tier 1) and supplemental small-group intervention (Tier 2). Also…
Descriptors: Reading Difficulties, Intervention, Student Characteristics, Grade 2
Cirino, Paul T.; Vaughn, Sharon; Linan-Thompson, Sylvia; Cardenas-Hagan, Elsa; Fletcher, Jack M.; Francis, David J. – American Educational Research Journal, 2009
The authors report 1-year follow-up data from 215 English language learners with reading difficulties who received a supplemental first grade reading intervention in the language of their core reading instruction. The researchers provided no intervention or boosters in second grade. The Spanish study revealed significant differences favoring…
Descriptors: Intervention, Reading Difficulties, Spanish Speaking, English (Second Language)
