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Kim, James S.; Hemphill, Lowry; Troyer, Margaret; Thomson, Jenny M.; Jones, Stephanie M.; LaRusso, Maria D.; Donovan, Suzanne – Reading Research Quarterly, 2017
This study examined the efficacy of a supplemental, multicomponent adolescent reading intervention for middle school students who scored below proficient on a state literacy assessment. Using a within-school experimental design, the authors randomly assigned 483 students in grades 6-8 to a business-as-usual control condition or to the Strategic…
Descriptors: Reading Instruction, Reading Skills, Reading Difficulties, Adolescents
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Vaughn, Sharon; Wanzek, Jeanne; Wexler, Jade; Barth, Amy; Cirino, Paul T.; Fletcher, Jack; Romain, Melissa; Denton, Carolyn A.; Roberts, Greg; Francis, David – Reading and Writing: An Interdisciplinary Journal, 2010
This study reports findings on the relative effects from a yearlong secondary intervention contrasting large-group, small-group, and school-provided interventions emphasizing word study, vocabulary development, fluency, and comprehension with seventh- and eighth-graders with reading difficulties. Findings indicate that few statistically…
Descriptors: Reading Difficulties, Intervention, Vocabulary Development, Reading Instruction
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Diliberto, Jennifer A.; Beattie, John R.; Flowers, Claudia P.; Algozzine, Robert F. – Literacy Research and Instruction, 2009
Direct, explicit, and systematic instruction of critical skills has been a hallmark of effective teaching for many years. In this study, we implemented a quasi-experimental pre-/post-test design with nonequivalent groups to determine the effectiveness of syllable skills instruction on reading achievement. Classes were randomly assigned to control…
Descriptors: Reading Comprehension, Reading Difficulties, Teacher Effectiveness, Syllables