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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
Vaughn, Sharon; Roberts, Garrett J.; Miciak, Jeremy; Taylor, Pat; Fletcher, Jack M. – Journal of Learning Disabilities, 2019
We examine the efficacy of an intervention to improve word reading and reading comprehension in fourth- and fifth-grade students with significant reading problems. Using a randomized control trial design, we compare the fourth- and fifth-grade reading outcomes of students with severe reading difficulties who were provided a researcher-developed…
Descriptors: Intervention, Learning Disabilities, Word Recognition, Reading Comprehension
Cho, Eunsoo; Roberts, Garrett J.; Capin, Philip; Roberts, Greg; Miciak, Jeremy; Vaughn, Sharon – Learning Disabilities Research & Practice, 2015
We examined cognitive attributes, attention, and self-efficacy of fourth grade struggling readers who were identified as adequate responders (n = 27), inadequate responders with comprehension only deficits (n = 46), and inadequate responders with comprehension and word reading deficits (n = 52) after receiving a multicomponent reading…
Descriptors: Cognitive Ability, Attention, Self Efficacy, Elementary School Students
Vaughn, Sharon; Solís, Michael; Miciak, Jeremy; Taylor, W. Pat; Fletcher, Jack M. – Journal of Research on Educational Effectiveness, 2016
This study examined the effectiveness of a researcher-provided intervention with fourth graders with significant reading difficulties. The intervention emphasized multisyllable word reading, fluent reading of high-frequency words and phrases, vocabulary, and comprehension. To identify the participants, 1,695 fourth-grade students were screened…
Descriptors: Comparative Analysis, Reading Difficulties, Intervention, Outcomes of Treatment
Roberts, Garrett J.; Capin, Philip; Roberts, Greg; Miciak, Jeremy; Quinn, Jamie M.; Vaughn, Sharon – Remedial and Special Education, 2018
We examined the efficacy of an afterschool multicomponent reading intervention for third- through fifth-grade students with reading difficulties. A total of 419 students were identified for participation based on a 90 standard score or below on a screening measure of the Test of Silent Reading Efficiency and Comprehension. Participating students…
Descriptors: Instructional Effectiveness, After School Education, Remedial Reading, Intervention
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
