Journal of learning disabilities, 2010-09, Vol.43 (5), p.402-417
2010
Volltextzugriff (PDF)
Details
- Autor(en) / Beteiligte
- Titel
- Validation of a Supplemental Reading Intervention for First-Grade Children
- Ist Teil von
- Journal of learning disabilities, 2010-09, Vol.43 (5), p.402-417
- Ort / Verlag
- Los Angeles, CA: SAGE Publications
- Erscheinungsjahr
- 2010
- Quelle
- Applied Social Sciences Index & Abstracts (ASSIA)
- Beschreibungen/Notizen
- This experimental study was designed to validate a short-term supplemental reading intervention for at-risk first-grade children. Although substantial research on long-term supplemental reading interventions exists, less is known about short-term interventions. Thirty first-grade children were randomly assigned to intervention or control conditions. Students in the intervention received 16 hours of instruction. Analyses of pre- and posttest data and growth measures suggest that short-term supplemental reading intervention had a significant effect on children’s reading skills; however, effects were not consistent across measures. Parent and teacher ratings moderated significant effects. Findings support the validity of a brief intervention for students at risk for reading failure that may inform Tier 2 interventions within a Response to Intervention framework.
- Sprache
- Englisch
- Identifikatoren
- ISSN: 0022-2194eISSN: 1538-4780DOI: 10.1177/0022219409355475Titel-ID: cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_3070172
- Format
- –
- Schlagworte
- At risk, At Risk Students, Biological and medical sciences, Brief interventions, Child, Child, Preschool, Children, Control Groups, Dyslexia - diagnosis, Dyslexia - psychology, Dyslexia - therapy, Early intervention, Early Intervention (Education) - methods, Elementary education, Elementary school students, Faculty, Female, Grade 1, Humans, Intervention, Language Development Disorders - diagnosis, Language Development Disorders - psychology, Language Development Disorders - therapy, Language Therapy - methods, Learning disabilities, Male, Medical sciences, Moderated, Parent Attitudes, Parents, Parents & parenting, Phonetics, Pretests Posttests, Psychology. Psychoanalysis. Psychiatry, Psychopathology. Psychiatry, Reading, Reading ability, Reading comprehension, Reading Difficulties, Reading Failure, Reading Instruction, Reading Skills, Remedial Teaching - methods, Risk Factors, Short term, Special education, Special education. Orthophony, Students - psychology, Teacher Attitudes, Teachers, Time Factors, Treatment Outcome, Treatments, Validation studies, Validity