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The Effects of ADHD Treatment and Reading Intervention on the Fluency and Comprehension of Children with ADHD and Word Reading Difficulties: A Randomized Clinical Trial
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In: Sci Stud Read (2019)
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| 2 |
Gender Moderates Association Between Emotional-Behavioral Problems and Text Comprehension in Children with Both Reading Difficulties and Adhd
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Effects of Tier 3 Intervention for Students With Persistent Reading Difficulties and Characteristics of Inadequate Responders
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The Construction of Visual-spatial Situation Models in Children's Reading and Their Relation to Reading Comprehension
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| 6 |
Response to Intervention for Reading Difficulties in the Primary Grades: Some Answers and Lingering Questions
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| 7 |
Effects of Individualized and Standardized Interventions on Middle School Students With Reading Disabilities
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Abstract:
This study reports the effectiveness of a year-long, small-group, tertiary (Tier 3) intervention that examined 2 empirically derived but conceptually different treatments and a comparison condition. The researchers had randomly assigned all students to treatment or comparison conditions. The participants were seventh- and eighth-grade students from the previous year who received an intervention and did not meet exit criteria. The researchers assigned them to one of two treatments: standardized (n = 69) or individualized (n = 71) for 50 min a day, in group sizes of 5, for the entire school year. Comparison students received no researcher-provided intervention (n = 42). The researchers used multigroup modeling with nested comparisons to evaluate the statistical significance of Time 3 estimates. Students in both treatments outperformed the comparison students on assessments of decoding, fluency, and comprehension. Intervention type did not moderate the pattern of effects, although students in the standardized treatment had a small advantage over individualized students on word attack. This study provides a framework from which to refine further interventions for older students with reading disabilities.
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Article
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3485696
http://www.ncbi.nlm.nih.gov/pubmed/23125463
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The Relations Among Oral and Silent Reading Fluency and Comprehension in Middle School: Implications for Identification and Instruction of Students With Reading Difficulties
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| 9 |
Cognitive Correlates of Inadequate Response to Reading Intervention
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| 11 |
The relative effects of group size on reading progress of older students with reading difficulties
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A test of the cerebellar hypothesis of dyslexia in adequate and inadequate responders to reading intervention
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Intervention Provided to Linguistically Diverse Middle School Students with Severe Reading Difficulties
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