An Open, Pilot Study of the Understanding Words Reading Intervention Program
Bibliographic Data
| ID | 3484495 |
|---|---|
| Authors | Craig Wright (0009-0008-7495-8146, Griffith University, corresponding author), Elizabeth G Conlon (Griffith University, corresponding author), Michalle Wright (Understanding Minds, Mermaid Beach, Queensland, Australia, corresponding author), Murray H Dyck, Murray Dyck (Griffith University, corresponding author) |
| Year | 2011 |
| Volume | 1 |
| Issue | 2 |
| Publication date | 2011-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/2158244011420452 |
| OpenAlex | W2101835088 |
| Language | EN |
| Citations received | 1 |
| References cited | 73 |
The aim of this study was to assess the clinical efficacy of a new reading intervention program, Understanding Words, for struggling readers in an open trial design. Twenty-five participants who had poor reading skills and typically had a mix of coexisting developmental disorders completed the 40-hr program over 20 weeks. Significant gains were achieved on measures of word identification, phonological decoding, and reading comprehension. Growth in reading ability per hour of intervention matched the average reported in the literature. Individual analysis showed that 84% of the sample returned to the average range on a measure of phonological decoding and 52% to 56% achieved the same gains in reading comprehension. Limitations of study design and future research directions are also discussed
Comprehension · Developmental psychology · Linguistics · Reading comprehension · Attention Deficit Hyperactivity Disorder · Cognitive and developmental aspects of mathematical skills · Computer Science · Psychology · Reading and Literacy Development
Prediction of Reading Comprehension
Intensive Remedial Instruction for Children with Severe Reading Disabilities
Cognitive profiles of difficult-to-remediate and readily remediated poor readers
Effective programs for struggling readers
Categorizing sounds and learning to read—a causal connection
Individual Differences in the Inference of Word Meanings From Context
Difficulties in auditory organisation as a possible cause of reading backwardness
Is there a causal link from phonological awareness to success in learning to read?
The Use of Single-Subject Research to Identify Evidence-Based Practice in Special Education
Effects of long-term vocabulary instruction on lexical access and reading comprehension.
The role of instruction in learning to read
Defining empirically supported therapies.
Individual Differences in Response to Early Interventions in Reading
Systematic Phonics Instruction Helps Students Learn to Read
Vocabulary Is Important for Some, but Not All Reading Skills
Phonological awareness and early reading
DRC
Phenotypic performance profile of children with reading disabilities
Clinical significance
Phono-GraphixTM
Does third grade discrepancy status predict the course of reading development
Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia
Need for systematic synthetic phonics teaching within the early reading curriculum
Industrial and organisational psychology training in Australia and New Zealand
Matthew Effects in Reading
Longitudinal Data on the Relations of Word-Reading Strategies to Comprehension, Reading Time, and Phonemic Awareness
Does Learning to Spell Help Beginners Learn to Read Words
The development of phonological awareness in preschool children
Persistence of dyslexics' phonological deficits
Persistence of dyslexics' phonological awareness deficits
The effectiveness of psychotherapy
Phonemic analysis and severe reading disability in children
Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development
Assessing children's inference generation
Paths to High School Graduation or Dropout
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,07 |
| Citation span | 2011 - 2011 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |