Sharon Vaughn|Jade Wexler|Audrey J. Leroux|Greg Roberts|Carolyn A. Denton|Amy E. Barth|Jack ?. Fletcher
Effects of Intensive Reading Intervention for Eighth-Grade Students With Persistently Inadequate Response to Intervention
The University of Texas at Austin|The University of Texas at Austin|The University of Texas at Austin|The University of Texas at Austin|The University of Texas Health Science Center at Houston|University of Houston|University of Houston
authors report effects yearlong smallgroup intensive reading intervention eighthgrade students serious reading difficulties demonstrated low response intervention rti grades 6 7 beginning grade 6 cohort students identified reading difficulties randomized treatment comparison conditions treatment group students received researcherprovided reading intervention grade 6 continued grade 7 low response intervention comparison students received researcherprovided intervention participants grade 8 study members original treatment n 28 comparison n 13 conditions failed pass statemandated reading comprehension test grades 6 7 grade 8 treatment group students received 50minute daily individualized intensive reading intervention groups two four students per teacher results showed students treatment condition demonstrated significantly higher scores comparison students standardized measures comprehension effect size 120 word identification effect size 049 although continued lack gradelevel proficiency reading despite 3 years intervention findings study provide rationale intensive intervention middle school students severe reading difficulties