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Multiple-Component Remediation for Developmental Reading Disabilities: IQ, Socioeconomic Status, and Race as Factors in Remedial Outcome.
- Source :
- Journal of Learning Disabilities; Mar2012, Vol. 45 Issue 2, p99-127, 29p
- Publication Year :
- 2012
-
Abstract
- Results from a controlled evaluation of remedial reading interventions are reported: 279 young disabled readers were randomly assigned to a program according to a 2 × 2 × 2 factorial design (IQ, socioeconomic status [SES], and race). The effectiveness of two multiple-component intervention programs for children with reading disabilities (PHAB + RAVE-O; PHAB + WIST) was evaluated against alternate (CSS, MATH) and phonological control programs. Interventions were taught an hour daily for 70 days on a 1:4 ratio at three different sites. Multiple-component programs showed significant improvements relative to control programs on all basic reading skills after 70 hours and at 1-year follow-up. Equivalent gains were observed for different racial, SES, and IQ groups. These factors did not systematically interact with program. Differential outcomes for word identification, fluency, comprehension, and vocabulary were found between the multidimensional programs, although equivalent long-term outcomes and equal continued growth confirmed that different pathways exist to effective reading remediation. [ABSTRACT FROM PUBLISHER]
- Subjects :
- READING disability
ACADEMIC achievement
ANALYSIS of variance
FACTORIAL experiment designs
INTELLECT
INTELLIGENCE tests
LANGUAGE & languages
ORTHOGRAPHY & spelling
LONGITUDINAL method
MATHEMATICS
MULTIVARIATE analysis
HEALTH outcome assessment
PHONETICS
RACE
READING
RESEARCH funding
STATISTICAL sampling
SCALES (Weighing instruments)
SCHOOL children
STATISTICS
VOCABULARY
SAMPLE size (Statistics)
DATA analysis
SOCIOECONOMIC factors
RANDOMIZED controlled trials
TREATMENT effectiveness
PRE-tests & post-tests
DESCRIPTIVE statistics
THERAPEUTICS
Subjects
Details
- Language :
- English
- ISSN :
- 00222194
- Volume :
- 45
- Issue :
- 2
- Database :
- Complementary Index
- Journal :
- Journal of Learning Disabilities
- Publication Type :
- Academic Journal
- Accession number :
- 70895662
- Full Text :
- https://doi.org/10.1177/0022219409355472