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Extensive Reading Interventions for Students with Reading Difficulties after Grade 3
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Jeanne Wanzek; Sharon Vaughn; Nancy K. Scammacca; Kristina Metz; Christy S. Murray; Greg Roberts; Louis Danielson – Grantee Submission, 2013
This synthesis extends a report of research on extensive interventions in kindergarten through third grade (Wanzek & Vaughn, 2007) 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 (a) how…
Descriptors: Reading Achievement, Intervention, Reading Difficulties, Reading Fluency
Extensive Reading Interventions for Students with Reading Difficulties after Grade 3
Peer reviewed Peer reviewed
Direct linkDirect link
Jeanne Wanzek; Sharon Vaughn; Nancy K. Scammacca; Kristina Metz; Christy S. Murray; Greg Roberts; Louis Danielson – Review of Educational Research, 2013
This synthesis extends a report of research on extensive interventions in kindergarten through third grade (Wanzek & Vaughn, 2007) 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 (a) how…
Descriptors: Reading Achievement, Intervention, Reading Difficulties, Reading Fluency
Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3
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Jeanne Wanzek; Sharon Vaughn; Nancy Scammacca; Brandy Gatlin; Melodee A. Walker; Philip Capin – Educational Psychology Review, 2016
This meta-analysis extends previous work on extensive Tier 3 type reading interventions (Wanzek and Vaughn "School Psychology Review," "36", 541-561, 2007; Wanzek et al. "Review of Educational Research," "83", 163-195, 2013) to Tier 2 type interventions by examining a non-overlapping set of studies…
Descriptors: Meta Analysis, Reading Instruction, Response to Intervention, Reading Difficulties