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Direct linkWexler, Jade; Vaughn, Sharon; Roberts, Greg; Denton, Carolyn A. – Learning Disabilities Research & Practice, 2010
This experimental study was conducted to examine the efficacy of repeated reading and wide reading practice interventions for high school students with severe reading disabilities. Effects on comprehension, fluency, and word reading were evaluated. Participants were 96 students with reading disabilities in grades 9-12. Students were paired within…
Descriptors: Feedback (Response), Reading Difficulties, Learning Disabilities, Effect Size
Calhoon, Mary Beth; Sandow, Alexia; Hunter, Charles V. – Annals of Dyslexia, 2010
The primary purpose of this study was to explore if there could be a more beneficial method in organizing the individual instructional reading components (phonological decoding, spelling, fluency, and reading comprehension) within a remedial reading program to increase sensitivity to instruction for middle school students with reading disabilities…
Descriptors: Middle School Students, Reading Difficulties, Remedial Reading, Reading Programs
Kim, James S.; Capotosto, Lauren; Hartry, Ardice; Fitzgerald, Robert – Educational Evaluation and Policy Analysis, 2011
The authors describe an independent evaluation of the READ 180 Enterprise intervention designed by Scholastic, Inc. Despite widespread use of the program with upper elementary through high school students, there is limited empirical evidence to support its effectiveness. In this randomized controlled trial involving 312 students enrolled in an…
Descriptors: Evidence, Control Groups, Elementary School Students, Reading Comprehension
Vadasy, Patricia F.; Sanders, Elizabeth A. – Reading and Writing: An Interdisciplinary Journal, 2008
The purposes of this study were to replicate previous research on phonics-based tutoring in kindergarten and to compare treatment effects for students who received individual instruction compared to instruction in dyads. Thirty classroom teachers from 13 urban elementary schools referred at-risk students for participation. Students who met…
Descriptors: Reading Difficulties, Reading Fluency, Phonological Awareness, At Risk Students
Savage, Robert S.; Abrami, Philip; Hipps, Geoffrey; Deault, Louise – Journal of Educational Psychology, 2009
This study reports a randomized controlled trial evaluation of a computer-based balanced literacy intervention, ABRACADABRA (http://grover.concordia.ca/abra/version1/abracadabra.html). Children (N = 144) in Grade 1 were exposed either to computer activities for word analysis, text comprehension, and fluency, alongside shared stories (experimental…
Descriptors: Reading Comprehension, Listening Comprehension, Intervention, Reading Fluency
