Comparison of Reading Growth Among Students With Severe Reading Deficits Who Received Intervention to Typically Achieving Students and Students Receiving Special Education
Bibliographic Data
| ID | 21349968 |
|---|---|
| Authors | Matthew K Burns (0000-0001-9946-5729, University of Missouri, corresponding author), Kathrin E Maki (0000-0002-4036-8972, University of Florida, Gainesville, USA), Kristy L Brann (0000-0002-3963-6757, Miami University, Oxford, OH, USA), Jennifer J McComas (0000-0001-9539-7079, University of Minnesota, Minneapolis, USA), Lori A Helman (University of Minnesota, Minneapolis, USA) |
| Year | 2020 |
| Volume | 53 |
| Issue | 6 |
| Pages | 444-453 |
| Publication date | 2020-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Learning Disabilities (JOURNAL) |
| Journal identifiers | ISSN: 0022-2194 • E-ISSN: 1538-4780 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0022219420918840 |
| PMID | 32418504 |
| OpenAlex | W3025532727 |
| Language | EN |
| Citations received | 8 |
| References cited | 29 |
This study compared the reading growth of students with and without learning disabilities, and students with and without reading deficits in response to tier 2 reading interventions within a response-to-intervention framework. Participants were 499 second- and third-grade students in six urban schools. Students who scored at or below the 10th percentile on the fall reading screening assessment were identified as having a severe reading deficit and received a tier 2 reading intervention that was targeted to their needs. Results showed a significant effect between groups on reading growth. Students with severe reading deficits receiving targeted tier 2 intervention grew at a rate that equaled the rate of growth of students without reading deficits and was significantly higher than students who were receiving special education services for reading. Implications for practice, suggestions for future research, and study limitations are discussed
Developmental psychology · Intervention (counseling) · Learning disability · Mathematics education · Medical education · Psychiatry · Psychological intervention · Reading (process) · Reading comprehension · Reading rate · Response to Intervention · Special education · Cognitive and developmental aspects of mathematical skills · Disability Education and Employment · Medicine · Psychology · Reading and Literacy Development
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A Pilot Study Examining Elements to Improve Generalized Word Reading Skills for Students With Significant Word Reading Difficulties
Reading Interventions for Students in Grades 3–12 With Significant Word Reading Difficulties
Enhancing reading comprehension through strategy instruction for students with Specific Learning Disabilities (SLD)
An interdisciplinary perspective on the strengths and weaknesses of the International Dyslexia Association definition of dyslexia
| Unique citing works | 8 |
|---|---|
| Citations per year | 2 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |