Trial reportJournal of learning disabilities
The Critical Role of Word Reading as a Predictor of Response to Intervention.
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 10 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
10 citing papers in PubMed.
- Timed and untimed writing and math: shared and differential cognitive predictors in primary school.Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence · 2025Article
- Centering Students with Learning Disabilities in Intervention Research: Implications for Educational Theory.Educational psychologist · 2025Article
- Efficacy of a Cognitive‑Behavioral Anxiety Management Program Integrated Within a Reading Intervention.International journal of cognitive therapy · 2024Article
- Latent profiles as predictors of response to instruction for students with reading difficulties.Journal of educational psychology · 2024Article
- The reading-attention relationship: Variations in working memory network activity during single word decoding in children with and without dyslexia.Neuropsychologia · 2024Article
- Article
- How you read affects what you gain: Individual differences in the functional organization of the reading system predict intervention gains in children with reading disabilities.Journal of educational psychology · 2022Article
- The impact of computer-assisted technology on literacy acquisition during COVID-19-related school closures: Group-level effects and predictors of individual-level outcomes.Frontiers in psychology · 2022Article
- Multicomponent Reading Intervention: A Practitioner's Guide.The Reading teacherArticle
- Executive Functioning with the NIH EXAMINER and Inference Making in Struggling Readers.Developmental neuropsychologyArticle
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.
Funding
Abstract
This study examines the initial word reading performance of fourth-grade struggling readers and the extent to which differing levels of word reading performance at pretest influenced their response to reading interventions. A large group of students with significant reading comprehension difficulties (
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.