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An Evaluation of Intensive Intervention for Students with Persistent Reading Difficulties
- Source :
-
Journal of Learning Disabilities . Sep-Oct 2006 39(5):447-466. - Publication Year :
- 2006
-
Abstract
- To evaluate the effects of an intensive tertiary reading intervention, 27 students with severe reading difficulties and disabilities, 14 of whom had demonstrated an inadequate response to 1-2 tiers of prior reading instruction, received a 16-week intervention package involving decoding and fluency skills. The decoding intervention was provided for 2 hours per day for 8 weeks and was based on the "Phono-Graphix" program. The fluency intervention followed the decoding intervention and involved 1 hour of daily instruction for 8 weeks based on the "Read Naturally" program. The 16-week intervention resulted in significant improvement in reading decoding, fluency, and comprehension. Although individual responses to the intervention were variable, 12 of the 27 students showed a significant response to these interventions. Students who had participated in previous Tier 1 plus Tier 2 interventions but remained impaired had a stronger response to intervention in the current study than students who had previously participated only in Tier 1 intervention and students who had not received prior intervention outside of special education.
Details
- Language :
- English
- ISSN :
- 0022-2194
- Volume :
- 39
- Issue :
- 5
- Database :
- ERIC
- Journal :
- Journal of Learning Disabilities
- Publication Type :
- Academic Journal
- Accession number :
- EJ757977
- Document Type :
- Journal Articles<br />Reports - Research