WJ Dictation 76.51 86.67** Snider, 1997 T ORF Literature-based Increases of approx. 30–65 wcpm (Reading Mastery and Corrective Reading Explicit instruction in phonics and Decoding): application to words, sentences, and paragraphs. Somers et al., 2010 T1 vs. C1 T2 vs. C2 T1 Flexible implementation of GRADE Reading Comp ES = .12 ES = .05 (RAAL): metacognitive conversations, sustained silent reading, GRADE Vocabulary ES = .00 ES = .03 language study, content/theme instruction, and writing. T2 Prescribed instruction in (Xtreme Reading): vocabulary, word identification, self-questioning, visual imagery, paraphrasing, and inferencing in various content areas. C Regularly scheduled elective. (Typical Practice): Spencer & Manis, 2010 T vs. C T Fluency training in sounds, words, WRMT Passage Comp ES = .09 (Great Leaps): phrases, and text using repeated readings. GORT-III Fluency ES = .45 C Instruction on using WRMT Word ID ES = .33 (Skills for School Success): textbooks, taking tests, organizing assignments, and WRMT Word Attack ES = .49 study skills. TOWRE PDE ES = .36 TOWRE SWE ES = .14 Torgesen et al., 2001 Pretest Posttest Pretest Posttest T1 Phonemic awareness, encoding, and T1 T1 T2 T2 (ADD): decoding taught with articulatory cues. Reading WRMT Passage Comp 83.0 91.0 82.2 92.0 decodable text and questioning. GORT Reading Comp 73.3 85.6 79.4 86.0 T2 Phonemic decoding and encoding taught. GORT Rate 73.8 75.4 71.5 72.1 (EP): Reading in trade books, writing sentences with new GORT Accuracy 68.5 89.4 77.5 87.5 words, and fluency of word reading included. WRMT Word Attack 71.3 96.4 70.1 90.3 WRMT Word ID 68.9 82.4 66.4 80.5 TOWRE PDE 74.3 83.3 75.7 83.7
WJ Dictation 76.51 86.67** Snider, 1997 T (Reading Mastery and Corrective Reading Decoding): Explicit instruction in phonics and application to words, sentences, and paragraphs. ORF Literature-based Increases of approx. 30–65 wcpm Somers et al., 2010 T1 (RAAL): Flexible implementation of metacognitive conversations, sustained silent reading, language study, content/theme instruction, and writing. T2 (Xtreme Reading): Prescribed instruction in vocabulary, word identification, self-questioning, visual imagery, paraphrasing, and inferencing in various content areas. C (Typical Practice): Regularly scheduled elective. GRADE Reading Comp GRADE Vocabulary T1 vs. C1 ES = .12 ES = .00 T2 vs. C2 ES = .05 ES = .03 Spencer & Manis, 2010 T (Great Leaps): Fluency training in sounds, words, phrases, and text using repeated readings. C (Skills for School Success): Instruction on using textbooks, taking tests, organizing assignments, and study skills. WRMT Passage Comp GORT-III Fluency WRMT Word ID WRMT Word Attack TOWRE PDE TOWRE SWE T vs. C ES = .09 ES = .45 ES = .33 ES = .49 ES = .36 ES = .14 Torgesen et al., 2001 T1 (ADD): Phonemic awareness, encoding, and decoding taught with articulatory cues. Reading decodable text and questioning. T2 (EP): Phonemic decoding and encoding taught. Reading in trade books, writing sentences with new words, and fluency of word reading included. WRMT Passage Comp GORT Reading Comp GORT Rate GORT Accuracy WRMT Word Attack WRMT Word ID TOWRE PDE Pretest T1 83.0 73.3 73.8 68.5 71.3 68.9 74.3 Posttest T1 91.0 85.6 75.4 89.4 96.4 82.4 83.3 Pretest T2 82.2 79.4 71.5 77.5 70.1 66.4 75.7 Posttest T2 92.0 86.0 72.1 87.5 90.3 80.5 83.7
Wanzek%2C_et_al._%282013%29.docx