ArticleExceptional children2019
How Initial Word Reading and Language Skills Affect Reading Comprehension Outcomes for Students With Reading Difficulties.
Article in Exceptional children, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 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
6 citing papers in PubMed, 37 citations in OpenAlex.
- Is "Response/No Response" Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types With Latent Profile Analysis.Journal of learning disabilitiesTrial
- Does the Effectiveness of a Reading Intervention Differ Dependent on Students' Spanish or English Proficiencies?Learning and individual differences · 2024Article
- 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
- Exploring reading profiles of rural school students.Annals of dyslexia · 2023Article
- Examining the Reading and Cognitive Profiles of Students With Significant Reading Comprehension Difficulties.Learning disability quarterly : journal of the Division for Children with Learning Disabilities · 2021Article
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 3 institutions in 1 country.
Funding
Abstract
This study examined how differences in listening comprehension and word reading at the beginning of the school year influence changes in reading comprehension for English learners (ELs) with significant reading difficulties compared to non-ELs with significant reading difficulties. The study investigated heterogeneity in response to instruction among 400 struggling readers in fourth grade (
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.