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Direct linkStewart, Alicia A.; Austin, Christy R. – Remedial and Special Education, 2020
Empirical evidence suggests inattention and attention-deficit/hyperactivity disorder (ADHD) are related to reading fluency, reading comprehension, and academic failure. Students with ADHD are served in both general and special education settings, but limited research explores effective reading interventions for this population. The purpose of this…
Descriptors: Intervention, Reading Programs, Students with Disabilities, Attention Deficit Disorders
Austin, Christy R.; Wanzek, Jeanne; Scammacca, Nancy K.; Vaughn, Sharon; Gesel, Samantha A.; Donegan, Rachel E.; Engelmann, Morgan L. – Exceptional Children, 2019
Empirical studies investigating supplemental reading interventions for students with or at risk for reading disabilities in the early elementary grades have demonstrated a range of effect sizes. Identifying the findings from high-quality research can provide greater certainty of findings related to the effectiveness of supplemental reading…
Descriptors: Elementary School Students, At Risk Students, Reading Difficulties, Supplementary Education
Swanson, Elizabeth; Stevens, Elizabeth A.; Scammacca, Nancy K.; Capin, Philip; Stewart, Alicia A.; Austin, Christy R. – Reading and Writing: An Interdisciplinary Journal, 2017
Understanding the efficacy of evidence-based reading practices delivered in the Tier 1 (i.e. general classroom) setting is critical to successful implementation of multi-tiered systems, meeting a diverse range of student learning needs, and providing high quality reading instruction across content areas. This meta-analysis presents evidence on the…
Descriptors: Reading Instruction, Evidence Based Practice, Outcomes of Education, Elementary School Students
Swanson, Elizabeth; Stevens, Elizabeth A.; Scammacca, Nancy K.; Capin, Philip; Stewart, Alicia A.; Austin, Christy R. – Grantee Submission, 2017
Understanding the efficacy of evidence-based reading practices delivered in the Tier 1 (i.e. general classroom) setting is critical to successful implementation of multi-tiered systems, meeting a diverse range of student learning needs, and providing high quality reading instruction across content areas. This meta-analysis presents evidence on the…
Descriptors: Reading Instruction, Evidence Based Practice, Outcomes of Education, Elementary School Students
