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dc.contributor.authorWanzek, Jeanne
dc.contributor.authorWexler, Jade
dc.contributor.authorVaughn, Sharon
dc.contributor.authorCiullo, Stephen P.
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.issn0922-4777
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/8351
dc.descriptionThis is the accepted manuscript version of an article published in Reading and Writing.
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 Research.en_US
txstate.documenttypeArticle
dc.identifier.doihttps://doi.org/10.1007/s11145-009-9179-5
txstate.departmentCurriculum and Instruction


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