T Direct teaching of phonetics, WJ-III Passage Comp ES = .84 (LST/PALS): phonology, morphology, and orthography 3x week. WJ-III Reading Fluency ES = .08 Partner reading with predicting, summarizing, and WJ-III Letter–Word ID ES = .96 main idea 2x week. WJ-III Word Attack ES = 1.02 C Instruction in (Saxon/SRA Skill Acquisition): decoding, spelling, vocabulary, fluency, and comprehension 3x week. Independent comprehension activities 2x week. Cantrell et al., 2010 6th grade 9th grade T Instruction in strategies for word reading, T vs. C T vs. C (LSC): visual imagery, self-questioning, paraphrasing, GRADE Reading Comp ES = .21 ES = .10 memorizing word meanings, and sentence writing. C English language arts class or (Typical Practice): elective. England et al., 2002 Pretest (SS) Posttest (SS) T Instruction in previewing, WJ Passage Comp 82.48 93.22** (Failure Free Reading): background knowledge, and oral WJ Letter–Word ID 84.60 90.60** language/vocabulary. Oral reading at the word, WJ Word Attack 85.43 93.32** phrase, and sentence level. Independent reading and WJ Dictation 85.17 88.10 spelling activities. Gabor, 2010 Pretest Posttest T Multisensory, synthetic phonics Schonell Word Reading 9.29 (RA) 11.08 (RA)** (TRTS/CPSS): instruction provided to 8 students. Cognitive process Schonell Spelling 8.4 (SA) 9.76 (SA)** strategies for spelling, not described, provided to 4 students. Graham et al., 2007 Pretest Posttest T Instruction aimed at improving T C T C (QuickSmart): speed of word recognition, reading fluency, PAT Reading Comp 27.86 44.30 60.50** 69.40 students’ and comprehension skills with timed flashcards, CASS Literacy Speed scores nr scores nr vocabulary, repeated reading, and comprehension CASS Literacy Accuracy scores nr scores nr strategy instruction.
T (LST/PALS): Direct teaching of phonetics, phonology, morphology, and orthography 3x week. Partner reading with predicting, summarizing, and main idea 2x week. C (Saxon/SRA Skill Acquisition): Instruction in decoding, spelling, vocabulary, fluency, and comprehension 3x week. Independent comprehension activities 2x week. WJ-III Passage Comp WJ-III Reading Fluency WJ-III Letter–Word ID WJ-III Word Attack ES = .84 ES = .08 ES = .96 ES = 1.02 Cantrell et al., 2010 T (LSC): Instruction in strategies for word reading, visual imagery, self-questioning, paraphrasing, memorizing word meanings, and sentence writing. C (Typical Practice): English language arts class or elective. GRADE Reading Comp 6th grade T vs. C ES = .21 9th grade T vs. C ES = .10 England et al., 2002 T (Failure Free Reading): Instruction in previewing, background knowledge, and oral language/vocabulary. Oral reading at the word, phrase, and sentence level. Independent reading and spelling activities. WJ Passage Comp WJ Letter–Word ID WJ Word Attack WJ Dictation Pretest (SS) 82.48 84.60 85.43 85.17 Posttest (SS) 93.22** 90.60** 93.32** 88.10 Gabor, 2010 T (TRTS/CPSS): Multisensory, synthetic phonics instruction provided to 8 students. Cognitive process strategies for spelling, not described, provided to 4 students. Schonell Word Reading Schonell Spelling Pretest 9.29 (RA) 8.4 (SA) Posttest 11.08 (RA)** 9.76 (SA)** Graham et al., 2007 T (QuickSmart): Instruction aimed at improving students’ speed of word recognition, reading fluency, and comprehension skills with timed flashcards, vocabulary, repeated reading, and comprehension strategy instruction. PAT Reading Comp CASS Literacy Speed CASS Literacy Accuracy Pretest T C 27.86 44.30 scores nr scores nr Posttest T C 60.50** 69.40 scores nr scores nr
Wanzek%2C_et_al._%282013%29.docx