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The Influence of Fidelity of Implementation on the Reading Outcomes of Middle School Students Experiencing Reading Difficulties
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Benner, Gregory J.; Nelson, J. Ron; Stage, Scott A.; Ralston, Nicole C. – Remedial and Special Education, 2011
The purpose of this study is to examine the extent to which two specific elements of fidelity of implementation (i.e., adherence and quality of delivery) enhanced or constrained the effects of a reading intervention for middle school students experiencing reading difficulties. A total of 281 middle school students with reading difficulties…
Descriptors: Middle School Students, Reading Difficulties, Comprehension, Middle Schools
A Meta-Analysis of the Effects of Reading Instruction on the Reading Skills of Students with or at Risk of Behavioral Disorders
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Benner, Gregory J.; Nelson, J. Ron; Ralston, Nicole C.; Mooney, Paul – Behavioral Disorders, 2010
The findings of a meta-analysis of the effect of reading instruction on the reading skills of students with or at risk of behavioral disorders (BD) are reported. The goal of the synthesis was to extend the work of Coleman and Vaughn by (a) detailing independent variables and outcome measures for each study, (b)including studies sampling from…
Descriptors: Behavior Disorders, Literacy Education, Reading Skills, Instructional Effectiveness
A Best Evidence Synthesis of Literacy Instruction on the Social Adjustment of Students with or At-Risk for Behavior Disorders
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Nelson, J. Ron; Lane, Kathleen L.; Benner, Gregory J.; Kim, Ockjean – Education and Treatment of Children, 2011
The findings of a best-evidence synthesis of the collateral effect of literacy instruction on the social adjustment of students are reported. The goal of the synthesis was to extend the work of Wanzek, Vaughn, Kim, and Cavanaugh (2006) by (a) reviewing treatment-outcomes conducted using group design methodology; (b) focusing on a more defined set…
Descriptors: Behavior Disorders, Social Adjustment, Literacy Education, Reading Instruction
An Investigation of the Effects of a Prereading Intervention on the Early Literacy Skills of Children at Risk of Emotional Disturbance and Reading Problems
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Nelson, J. Ron; Benner, Gregory J.; Gonzales, Jorge – Journal of Emotional and Behavioral Disorders, 2005
The purpose of this study was to investigate the effects of a cohesive and intensive preventive prereading intervention on the phonological awareness, word reading, and rapid naming skills of children at risk of emotional disturbance and reading problems. Thirty-six children were assigned randomly to an experimental or comparison condition.…
Descriptors: Phonological Awareness, Intervention, Experimental Groups, Reading Skills
Effects of a Prereading Intervention on the Literacy and Social Skills of Children
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Nelson, J. Ron; Stage, Scott A.; Epstein, Michael H.; Pierce, Corey D. – Exceptional Children, 2005
This study investigated the effects of an intensive prereading intervention on the beginning reading skills and social behavior of kindergarten children at risk for behavioral disorders and reading difficulties. Children identified through a systematic screening process were assigned randomly to experimental or nonspecific treatment conditions.…
Descriptors: Social Behavior, Reading Difficulties, Kindergarten, Intervention