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Response to Varying Amounts of Time in Reading Intervention for Students With Low Response to Intervention

by Wanzek, Jeanne , Vaughn, Sharon

in Acceleration (Education) / Child / Demography / Dosage / Dyslexia - epidemiology / Dyslexia - prevention & control / Elementary education / Elementary School Students / Female / Fluency / Grade 1 / High Risk Students / Humans / Intervention / Learning / Learning Disabilities / Learning Disabilities - epidemiology / Learning Strategies / Male / Phonics / Poverty / Program Effectiveness / R&D / Reading / Reading Difficulties / Reading Fluency / Reading Instruction / Reading Skills / Research & development / Response to Intervention / Responses / Special education / Student Reaction / Students / Students with disabilities / Studies / Teaching - methods / Time / Time Factors / Time Factors (Learning) / Tutoring

2008

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Response to Varying Amounts of Time in Reading Intervention for Students With Low Response to Intervention

by Wanzek, Jeanne , Vaughn, Sharon

2008

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Response to Varying Amounts of Time in Reading Intervention for Students With Low Response to Intervention

by Wanzek, Jeanne , Vaughn, Sharon

2008

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Journal Article

Response to Varying Amounts of Time in Reading Intervention for Students With Low Response to Intervention

Wanzek, Jeanne,

Vaughn, Sharon

2008

Overview

Two studies examined response to varying amounts of time in reading intervention for two cohorts of first-grade students demonstrating low levels of reading after previous intervention. Students were assigned to one of three groups that received (a) a single dose of intervention, (b) a double dose of intervention, or (c) no intervention. Examination of individual student response to intervention indicated that more students in the treatment groups demonstrated accelerated learning over time than students in the comparison condition. Students' responses to the single-dose and double-dose interventions were similar over time. Students in all conditions demonstrated particular difficulties with gains in reading fluency. Implications for future research and practice within response to intervention models are provided.

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Publisher

SAGE Publications,SAGE PUBLICATIONS, INC

Subject

Acceleration (Education)

/ Child

/ Demography

/ Dosage

/ Dyslexia - epidemiology

/ Dyslexia - prevention & control

/ Elementary education