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Examining the Reading and Cognitive Profiles of Students With Significant Reading Comprehension Difficulties
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In: Learn Disabil Q (2021)
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Problem Behaviors and Response to Reading Intervention for Upper Elementary Students With Reading Difficulties
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In: Remedial Spec Educ (2019)
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Executive Function: Association with Multiple Reading Skills
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In: Read Writ (2018)
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Examining the Effects of Afterschool Reading Interventions for Upper Elementary Struggling Readers
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Abstract:
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 were randomly assigned to a business as usual comparison condition or one of two reading treatments. All treatment students received 30 min of computer-based instruction plus 30 min of small-group tutoring for four to five times per week. No statistically significant reading comprehension posttest group differences were identified (p > .05). The limitations of this study included high attrition and absenteeism. These findings extend those from a small sample of experimental studies examining afterschool reading interventions and provide initial evidence that more instruction, after school, may not yield the desired outcome of improved comprehension.
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Keyword:
Article
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URL: https://doi.org/10.1177/0741932517750818 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6530982/
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Effects From a Randomized Control Trial Comparing Researcher and School-Implemented Treatments With Fourth Graders With Significant Reading Difficulties
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Cognitive Attributes, Attention, and Self-Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading Intervention
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