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Direct linkWanzek, Jeanne; Petscher, Yaacov; Otaiba, Stephanie Al; Rivas, Brenna K.; Jones, Francesca G.; Kent, Shawn C.; Schatschneider, Christopher; Mehta, Paras – Journal of Educational Psychology, 2017
Research examining effective reading interventions for students with reading difficulties in the upper elementary grades is limited relative to the information available for the early elementary grades. In the current study, we examined the effects of a multicomponent reading intervention for students with reading comprehension difficulties. We…
Descriptors: Elementary School Students, Grade 4, Supplementary Education, Remedial Reading
Download full textWanzek, Jeanne; Petscher, Yaacov; Al Otaiba, Stephanie; Rivas, Brenna; Jones, Francesca; Kent, Shawn; Schatschneider, Christopher; Mehta, Paras – Grantee Submission, 2017
Research examining effective reading interventions for students with reading difficulties in the upper elementary grades is limited relative to the information available for the early elementary grades. In the current study, we examined the effects of a multicomponent reading intervention for students with reading comprehension difficulties. We…
Descriptors: Reading Tests, Achievement Tests, Elementary School Students, Reading Fluency
Wanzek, Jeanne; Petscher, Yaacov; Al Otaiba, Stephanie; Kent, Shawn C.; Schatschneider, Christopher; Haynes, Martha; Rivas, Brenna K.; Jones, Francesca G. – Journal of Research on Educational Effectiveness, 2016
The present study used a randomized control trial to examine the effects of a widely used multicomponent Tier 2-type intervention, Passport to Literacy, on the reading ability of 221 fourth graders who initially scored at or below the 30th percentile in reading comprehension. Intervention was provided by research staff to groups of 4-7 students…
Descriptors: Grade 4, Reading Difficulties, Intervention, Randomized Controlled Trials
Wanzek, Jeanne; Petscher, Yaacov; Al Otaiba, Stephanie; Kent, Shawn; Christopher, Schatschneider; Haynes, Martha; Rivas, Brenna K.; Jones, Francesca G. – Grantee Submission, 2016
The present study used a randomized control trial to examine the effects of a widely-used multi-component Tier 2 type intervention, Passport to Literacy, on the reading ability of 221 fourth graders who initially scored at or below the 30th percentile in reading comprehension. Intervention was provided by research staff to groups of 4-7 students…
Descriptors: Grade 4, Reading Difficulties, Intervention, Randomized Controlled Trials
Wanzek, Jeanne; Vaughn, Sharon; Kent, Shawn C.; Swanson, Elizabeth A.; Roberts, Greg; Haynes, Martha; Fall, Anna-Mária; Stillman-Spisak, Stephanie J.; Solis, Michael – Journal of Research on Educational Effectiveness, 2014
This randomized control trial examined the efficacy of team-based learning implemented within 11th-grade social studies classes. A randomized blocked design was implemented with 26 classes randomly assigned to treatment or comparison. In the treatment classes teachers implemented team-based learning practices to support students in engaging in…
Descriptors: Control Groups, Experimental Groups, Course Content, Problem Solving
Vaughn, Sharon; Swanson, Elizabeth A.; Roberts, Greg; Wanzek, Jeanne; Stillman-Spisak, Stephanie J.; Solis, Michael; Simmons, Deborah – Reading Research Quarterly, 2013
This study aimed to determine the efficacy of a content acquisition and reading comprehension treatment implemented by eighth-grade social studies teachers. Using a within-teacher design, the eighth-grade teachers' social studies classes were randomly assigned to treatment or comparison conditions. Teachers (n = 5) taught the same instructional…
Descriptors: Teaching Methods, Social Studies, Reading Comprehension, Content Area Reading
Wanzek, Jeanne; Roberts, Greg – Learning Disability Quarterly, 2012
This study investigated the relative effects of three treatments with varying instructional emphases in reading with a comparison condition. Eighty-seven students in fourth grade with reading impairments were assigned through stratified random assignment to one of four conditions: (a) comprehension emphasis, (b) word study emphasis, (c) emphasis…
Descriptors: Intervention, Reading Difficulties, Limited English Speaking, Grade 4
