Reading Interventions for Struggling Readers in the Upper Elementary Grades: A Synthesis of 20 Years of Research

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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.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.
dc.description.departmentCurriculum and Instruction
dc.description.versionThis is the accepted manuscript version of an article published in Reading and Writing.
dc.formatText
dc.format.extent21 pages
dc.format.medium1 file (.pdf)
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.
dc.identifier.doihttps://doi.org/10.1007/s11145-009-9179-5
dc.identifier.urihttps://hdl.handle.net/10877/8351
dc.language.isoen
dc.publisherSpringer
dc.sourceReading and Writing, 2010, Vol. 23, Issue 8, pp. 889-912.
dc.subjectreading difficulties
dc.subjectlearning disabilities
dc.subjectreading intervention
dc.titleReading Interventions for Struggling Readers in the Upper Elementary Grades: A Synthesis of 20 Years of Research
dc.typeArticle

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