Trial reportJournal of learning disabilities
Efficacy of a Word- and Text-Based Intervention for Students With Significant Reading Difficulties.
Trial report in Journal of learning disabilities. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
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, 36 citations in OpenAlex.
- Examining the Effects of Integrating Anxiety Management Instruction Within a Reading Intervention for Upper Elementary Students With Reading Difficulties.Journal of learning disabilitiesTrial
- Structure Altering Effects of a Multicomponent Reading Intervention: An Application of the Direct and Inferential Mediation (DIME) Model of Reading Comprehension in Upper Elementary Grades.Journal of learning disabilitiesTrial
- An Extensive Reading Intervention for Emergent Bilingual Students With Significant Reading Difficulties in Middle School.Remedial and special education : RASE · 2024Article
- The Relative Effects of Instruction Linking Word Reading and Word Meaning Compared to Word Reading Instruction Alone on the Accuracy, Fluency, and Word Meaning Knowledge of 4th-5th Grade Students With Dyslexia.Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading · 2022Article
- The Differential Relations Between ADHD and Reading Comprehension: A Quantile Regression and Quantile Genetic Approach.Behavior genetics · 2021Article
- Multitiered Systems of Support, Adaptive Interventions, and SMART Designs.Exceptional children · 2021Article
- Effects of Reading Interventions Implemented for Upper Elementary Struggling Readers: A Look at Recent Research.Reading and writing · 2021Article
- Problem Behaviors and Response to Reading Intervention for Upper Elementary Students With Reading Difficulties.Remedial and special education : RASE · 2021Article
- The Role of Reading Anxiety among Struggling Readers in Fourth and Fifth Grade.Reading & writing quarterly : overcoming learning difficulties · 2021Article
- Sustained attention and behavioral ratings of attention in struggling readers.Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading · 2021Article
- Embedding Self-Regulation Into Reading Interventions to Support Reading and Behavior Outcomes.Teaching exceptional children · 2019Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors at 3 institutions in 1 country.
Funding
Abstract
We examine the efficacy of an intervention to improve word reading and reading comprehension in fourth- and fifth-grade students with significant reading problems. Using a randomized control trial design, we compare the fourth- and fifth-grade reading outcomes of students with severe reading difficulties who were provided a researcher-developed treatment with reading outcomes of students in a business-as-usual (BAU) comparison condition. A total of 280 fourth- and fifth-grade students were randomly assigned within school in a 1:1 ratio to either the BAU comparison condition ( n = 139) or the treatment condition ( n = 141). Treatment students were provided small-group tutoring for 30 to 45 minutes for an average of 68 lessons (mean hours of instruction = 44.4, SD = 11.2). Treatment students performed statistically significantly higher than BAU students on a word reading measure (effect size [ES] = 0. 58) and a measure of reading fluency (ES = 0.46). Though not statistically significant, effect sizes for students in the treatment condition were consistently higher than BAU students for decoding measures (ES = 0.06, 0.08), and mixed for comprehension (ES = -0.02, 0.14).
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.