Benita A. Blachman|Christopher Schatschneider|Jack ?. Fletcher|Maria S. Murray|Kristen A. Munger|Michael G. Vaughn
Intensive reading remediation in grade 2 or 3: Are there effects a decade later?
Syracuse University|Florida State University|State University of New York at Oswego|State University of New York at Oswego|Syracuse University|Saint Louis University
despite data supporting benefits early reading interventions little evaluation longterm educational impact interventions followup studies lasting less two years suggate 2010 study evaluated reading outcomes decade completion 8month reading intervention using randomized design second third graders selected basis poor wordlevel skills blachman et al 2004 fiftyeight 84 original 69 participants took part study treatment group demonstrated moderate small effect size advantage reading spelling measures comparison group statistically significant differences moderate effect sizes treatment comparison groups standardized measures word recognition ie woodcock basic skills cluster 053 woodcock word identification 062 primary exclusive focus intervention statistical tests reading spelling measures reach thresholds statistical significance patterns data related educational outcomes high school completion favored treatment participants although differences significant