ArticleJournal of educational psychology2014
Intensive Reading Remediation in Grade 2 or 3: Are There Effects a Decade Later?
Article in Journal of educational psychology, 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
11 citing papers in PubMed, 1 synthesis or guideline pooled it, 82 citations in OpenAlex.
- Fadeout and persistence of intervention impacts on social-emotional and cognitive skills in children and adolescents: A meta-analytic review of randomized controlled trials.Psychological bulletin · 2024Pooled it
- The Critical Role of Word Reading as a Predictor of Response to Intervention.Journal of learning disabilitiesTrial
- An approach designed to fail deaf children and their parents and how to change it.Harm reduction journal · 2024Review
- The Not-So-Simple View of Writing in Struggling Readers/Writers.Reading & writing quarterly : overcoming learning difficulties · 2022Article
- A Commentary on Bowers (2020) and the Role of Phonics Instruction in Reading.Educational psychology review · 2021Article
- Targeted school-based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K-6: A systematic review.Campbell systematic reviews · 2021Review
- An evaluation of systematized phonics on reading proficiency in Swedish second grade poor readers: Effects on pseudoword and sight word reading skills.Dyslexia (Chichester, England) · 2020Article
- How the Science of Reading Informs 21st-Century Education.Reading research quarterly · 2020Article
- The Effects of One versus Two Years of Intensive Reading Intervention Implemented with Late Elementary Struggling Readers.Learning disabilities research & practice : a publication of the Division for Learning Disabilities, Council for Exceptional Children · 2018Article
- Executive Functioning Deficits Increase Kindergarten Children's Risk for Reading and Mathematics Difficulties in First Grade.Contemporary educational psychology · 2017Article
- A Synthesis of the Sustainability of Remedial Reading Intervention Effects for Struggling Adolescent Readers.Journal of learning disabilitiesArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors at 2 institutions in 1 country.
Funding
Abstract
Despite data supporting the benefits of early reading interventions, there has been little evaluation of the long-term educational impact of these interventions, with most follow-up studies lasting less than two years (Suggate, 2010). This study evaluated reading outcomes more than a decade after the completion of an 8-month reading intervention using a randomized design with second and third graders selected on the basis of poor word-level skills (Blachman et al., 2004). Fifty-eight (84%) of the original 69 participants took part in the study. The treatment group demonstrated a moderate to small effect size advantage on reading and spelling measures over the comparison group. There were statistically significant differences with moderate effect sizes between treatment and comparison groups on standardized measures of word recognition (i.e., Woodcock Basic Skills Cluster,
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.