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Direct linkMeisinger, Elizabeth B.; Breazeale, Ashley M.; Davis, Lyle H. – Learning Disability Quarterly, 2022
The purpose of this study was to examine whether group-based differences exist in word- and text-level reading in a clinical sample of students with dyslexia, and to shed light on the cognitive processes supporting these essential skills. Second- through seventh-grade students were administered a battery of standardized measures of cognitive…
Descriptors: Dyslexia, Students with Disabilities, Grade 2, Grade 3
Wang, Li-Chih – Learning Disability Quarterly, 2020
The relationships among visual and auditory temporal processing, rapid naming, and oral reading fluency in Chinese children with and without dyslexia were examined. Primary school-aged Chinese children with dyslexia (N = 47) and chronological-age-matched controls (N = 47) were recruited. Temporal processing, rapid naming, oral reading fluency,…
Descriptors: Foreign Countries, Dyslexia, Visual Perception, Auditory Perception
Solis, Michael; Miciak, Jeremy; Vaughn, Sharon; Fletcher, Jack M. – Learning Disability Quarterly, 2014
We describe findings from a series of longitudinal studies utilizing a response to intervention framework implemented over 3 years with students in Grades 6 through 8 with reading disabilities and poor reading comprehension. Students were identified based on reading comprehension scores in Grade 5 (n = 1,083) and then randomized to treatment or…
Descriptors: Longitudinal Studies, Grade 6, Grade 7, Grade 8
Graves, Anne W.; Brandon, Regina; Duesbery, Luke; McIntosh, Angela; Pyle, Nicole B. – Learning Disability Quarterly, 2011
The purpose of this quasi-experimental study was to (a) compare Tier 2 evidence-based intensive reading instruction to business-as-usual instruction for sixth graders with and without learning disabilities who were "far below" or "below" basic level in literacy and (b) explore the development of a response-to-intervention model…
Descriptors: Literacy Education, Grade 6, Response to Intervention, Middle Schools
