ArticleLearning disabilities research & practice : a publication of the Division for Learning Disabilities, Council for Exceptional Children2018
The Effects of One versus Two Years of Intensive Reading Intervention Implemented with Late Elementary Struggling Readers.
Article in Learning disabilities research & practice : a publication of the Division for Learning Disabilities, Council for Exceptional Children, 2018. 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.
- Reading intervention and neuroplasticity: A systematic review and meta-analysis of brain changes associated with reading intervention.Neuroscience and biobehavioral reviews · 2022Pooled it
- 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
- Cognitive Training Combined with Multifocal tDCS over the Reading Network Improves Reading Performance: A Case of Severe Dyslexia.Journal of clinical medicine · 2025Article
- An Extensive Reading Intervention for Emergent Bilingual Students With Significant Reading Difficulties in Middle School.Remedial and special education : RASE · 2024Article
- Latent profiles as predictors of response to instruction for students with reading difficulties.Journal of educational psychology · 2024Article
- 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
- Embedding Self-Regulation Into Reading Interventions to Support Reading and Behavior Outcomes.Teaching exceptional children · 2019Article
- Comparing the Effects of Reading Intervention Versus Reading and Mindset Intervention for Upper Elementary Students With Reading Difficulties.Journal of learning disabilitiesArticle
- Forty Years of Reading Intervention Research for Elementary Students with or At Risk for Dyslexia: A Systematic Review and Meta-Analysis.Reading research quarterlyArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
Abstract
We examined the effectiveness of a researcher-provided reading intervention with 484 fourth graders with significant reading difficulties. Students were randomly assigned to one year of intervention, two years of intervention, or a business-as-usual comparison condition (BAU). Students assigned to two years of intervention demonstrated significantly greater gains in reading fluency compared to students who received one year of intervention and the BAU group. Students in both the one- and two-year groups demonstrated similar and significantly larger gains in word reading in comparison to the BAU group. There were no statistically significant differences between the three groups on standardized measures of reading comprehension. We discuss these results in the context of research with late elementary and secondary students targeting reading comprehension.
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.