16
views
0
recommends
+1 Recommend
0 collections
    0
    shares
      • Record: found
      • Abstract: found
      • Article: not found

      Response to Intervention for Middle School Students With Reading Difficulties: Effects of a Primary and Secondary Intervention.

      School psychology review

      Read this article at

      ScienceOpenPublisherPMC
      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          This study examined the effectiveness of a yearlong, researcher-provided, Tier 2 (secondary) intervention with a group of sixth-graders. The intervention emphasized word recognition, vocabulary, fluency, and comprehension, Participants scored below a proficiency level on their slate accountability test and were compared to a similar group of struggling readers receiving school-provided instruction. All students received the benefits of content area teachers who participated in researcher-provided professional development designed to integrate vocabulary and comprehension practices throughout the school day (Tier 1). Students who participated in the Tier 2 intervention showed gains on measures of decoding, fluency, and comprehension, but differences relative to students in the comparison group were small (median d = +0.16). Students who received the re searcher-provided intervention scored significantly higher than students who received comparison intervention on measures of word attack, spelling, the state accountability measure, passage comprehension, and phonemic decoding efficiency, although most often in particular subgroups.

          Related collections

          Author and article information

          Journal
          21479079
          3072689
          10.1080/02796015.2010.12087786

          Comments

          Comment on this article