Carolyn A. Denton|Jade Wexler|Sharon Vaughn|Deanna Bryan
Intervention Provided to Linguistically Diverse Middle School Students with Severe Reading Difficulties
The University of Texas Health Science Center at Houston|The University of Texas at Austin|The University of Texas at Austin|The University of Texas at Austin
study investigated effectiveness multicomponent reading intervention implemented middle school students severe reading difficulties received remedial andor special education several years minimal response intervention participants 38 students grades 68 severe deficits word reading reading fluency reading comprehension spanishspeaking english language learners ells identified disabilities nearly demonstrated severely limited oral vocabularies english ells english spanish students randomly assigned receive research intervention n 20 typical instruction provided schools remedial reading special education classes n 18 students treatment group received daily explicit systematic smallgroup intervention 40 minutes 13 weeks consisting modified version phonicsbased remedial program augmented english second language practices instruction vocabulary fluency comprehension strategies results indicated treatment students demonstrate significantly higher outcomes word recognition comprehension fluency students received schools typical instruction neither group demonstrated significant growth course study significant correlations found scores teachers ratings students social skills problem behaviors posttest decoding spelling scores english oral vocabulary scores scores word identification comprehension researchers hypothesize middle school students severe reading difficulties particularly ells limited oral vocabularies may require intervention considerably greater intensity provided study research directly addressing features effective remediation students needed