Sharon Vaughn|Jeanne Wanzek|Jade Wexler|Amy E. Barth|Paul T. Cirino|Jack ?. Fletcher|Melissa Romain|Carolyn A. Denton|Greg Roberts|David Francis
The relative effects of group size on reading progress of older students with reading difficulties
The University of Texas at Austin|Florida State University|The University of Texas at Austin|Texas Medical Center|University of Houston|Texas Medical Center|University of Houston|Texas Medical Center|University of Houston|Texas Medical Center|University of Houston|The University of Texas Health Science Center at Houston|The University of Texas at Austin|University of Houston
study reports findings relative effects yearlong secondary intervention contrasting largegroup smallgroup schoolprovided interventions emphasizing word study vocabulary development fluency comprehension seventh eighthgraders reading difficulties findings indicate statistically significant results clinically significant gains associated group size intervention findings also indicate significant acceleration reading outcomes seventh eighthgraders highpoverty schools unlikely result 50 min daily class instead findings indicate achieving outcome require comprehensive models including extensive intervention eg time even smaller groups interventions longer duration multiple years interventions vary emphasis based specific students needs eg increased focus comprehension word study