The Effects of One versus Two Years of Intensive Reading Intervention Implemented with Late Elementary Struggling Readers

Authors

Jeremy Miciak, The University of Houston
Garrett J. Roberts, University of DenverFollow
W. Pat Taylor, The University of Houston
Michael Solis, University of California Riverside
Yusra Ahmed, The University of Houston
Sharon Vaughn, The University of Texas at Austin
Jack M. Fletcher, The University of Houston

Publication Date

11-23-2017

Document Type

Article

Organizational Units

Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction

Keywords

Reading fluency, Late elementary, Intervention, One‐ and two‐years

Abstract

We examined the effectiveness of a researcher‐provided reading intervention with 484 fourth graders with significant reading difficulties. Students were randomly assigned to one year of intervention, two years of intervention, or a business‐as‐usual comparison condition (BAU). Students assigned to two years of intervention demonstrated significantly greater gains in reading fluency compared to students who received one year of intervention and the BAU group. Students in both the one‐ and two‐year groups demonstrated similar and significantly larger gains in word reading in comparison to the BAU group. There were no statistically significant differences between the three groups on standardized measures of reading comprehension. We discuss these results in the context of research with late elementary and secondary students targeting reading comprehension.

Publication Statement

Copyright held by author or publisher. User is responsible for all copyright compliance.

Recommended Citation

Miciak, Jeremy, et al. “The Effects of One versus Two Years of Intensive Reading Intervention Implemented with Late Elementary Struggling Readers.” Learning Disabilities Research and Practice, vol. 33, no. 1, 2018, pp. 24–36. doi: 10.1111/ldrp.12159.