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dc.contributor.authorWanzek, Jeanne ( )
dc.contributor.authorWexler, Jade ( )
dc.contributor.authorVaughn, Sharon ( Orcid Icon https://orcid.org/0000-0001-8305-5549 )
dc.contributor.authorCiullo, Stephen P. ( Orcid Icon 0000-0001-6092-8159 )
dc.date.accessioned2019-07-19T20:09:04Z
dc.date.available2019-07-19T20:09:04Z
dc.date.issued2010-09
dc.identifier.citationWanzek, J., Wexler, J., Vaughn, S., & Ciullo, S. (2010). Reading Interventions for Struggling Readers in the Upper Elementary Grades: A synthesis of 20 years of resarch. Reading and Writing, 23(8), pp. 889-912.en_US
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/8351
dc.description.abstractA synthesis of the extant research on reading interventions for students with reading difficulties and disabilities in fourth and fifth grade (ages 9–11) is presented. Thirteen studies with treatment/ comparison study designs and eleven single group or single subject studies were located and synthesized. Findings from the 24 studies revealed high effects for comprehension interventions on researcher-developed comprehension measures. Word recognition interventions yielded small to moderate effects on a range of reading outcomes. Few studies were located implementing vocabulary and multi-component interventions.en_US
dc.formatText
dc.format.extent21 pages
dc.format.medium1 file (.pdf)
dc.language.isoen_USen_US
dc.publisherSpringeren_US
dc.sourceReading and Writing, 2010, Vol. 23, Issue 8, pp. 889-912
dc.subjectReading interventionen_US
dc.subjectReading difficulties
dc.subjectLearning disabilities
dc.titleReading Interventions for Struggling Readers in the Upper Elementary Grades: A Synthesis of 20 Years of Researchen_US
txstate.documenttypeArticle
dc.description.versionThis is the accepted manuscript version of an article published in Reading and Writing.
dc.identifier.doihttps://doi.org/10.1007/s11145-009-9179-5
txstate.departmentCurriculum and Instruction


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