Intensive Intervention for Upper Elementary Students With Severe Reading Comprehension Difficulties

Wanzek, Jeanne; Otaiba, Stephanie Al; Schatschneider, Christopher; Rivas, Brenna; Jones, Francesca; Petscher, Yaacov

doi:10.1080/19345747.2019.1710886

Cited by 15 publications

(15 citation statements)

References 35 publications

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“…These findings add to previous research suggesting that students with RD benefit from intensive reading intervention, with stronger effects on foundational skills than on reading fluency or reading comprehension (Miciak et al, 2018; Wanzek et al, 2020). It is important to consider that even after intervention, students generally ended the year with relatively weak standard scores, and with very poor ORF.…”

Section: Discussionsupporting

confidence: 77%

Comparing the Effects of Reading Intervention Versus Reading and Mindset Intervention for Upper Elementary Students With Reading Difficulties

et al. 2020

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The primary purpose of this study was to examine the effects of providing mindset intervention in addition to reading intervention compared with only reading intervention for fourth graders with reading difficulties. Reading intervention was provided daily in 45 min sessions throughout the school year. Mindset intervention occurred in small groups for 24–30 min lessons. Multilevel structural equation modeling (SEM) via n-level SEM was used to account for the latent variable representation of constructs, and the complex nesting and cross-classification structure of the data. Students in the reading intervention plus mindset condition significantly outperformed the business as usual condition on nonword reading ( d = 0.35) as did students in the reading intervention condition ( d = 0.20), who also outperformed the business as usual condition on phonological processing ( d = 0.28). There were no significant differences among students in the three conditions on nonword reading, word reading, phonological processing, reading comprehension, or growth mindset. Initial reading achievement, mindset, and problem behavior did not generally moderate these findings.

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Section: Discussionsupporting

confidence: 77%

Comparing the Effects of Reading Intervention Versus Reading and Mindset Intervention for Upper Elementary Students With Reading Difficulties

et al. 2020

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“…Yet we found no significant differences in outcomes between treatment and comparison groups for passage fluency or reading comprehension measures, despite the treatment group's participation in a more intensive implementation. This pattern of effects is consistent with the findings of the larger study that reported significant differences favoring the treatment group relative to the comparison group, but only for word reading (ES = 0.25) and word reading fluency (ES = 0.19; Wanzek et al., 2020). In other words, the intensive implementation was broadly effective for improving word reading outcomes, and was also effective for improving word reading of students with or at‐risk for disabilities.…”

Section: Discussionsupporting

confidence: 89%

“…The current investigation is part of two larger studies examining the efficacy of multicomponent reading interventions for students with reading comprehension difficulties (Wanzek et al., 2017; Wanzek et al., 2020). The studies took place over the course of four consecutive school years, with two cohorts of fourth‐grade students participating in each study.…”

Section: Methodsmentioning

confidence: 99%

Effects of a Reading Intervention Implemented at Differing Intensities for Upper Elementary Students

Donegan

Otaiba

2020

Learn Disabil Res Pract

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Students with disabilities who display severe reading difficulties may require intensive interventions in order to make progress. The purpose of this study is to examine the effects of a multicomponent reading intervention implemented at two different intensities, in two separate randomized control trials, for a subset of fourth-grade students who displayed severe reading difficulties, and who had or were at risk for disabilities. We use multilevel models to examine the effect of a standard, less intensive implementation in Study 1, and of a more intensive implementation in Study 2, relative to typical school services. Analyses revealed no significant effects of treatment for the standard, less intensive implementation in Study 1. Significant effects for word reading and word reading fluency outcomes for students assigned to receive the intensive implementation were noted in Study 2. Implications, limitations, and directions for future research are discussed.

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“…In these models, performance at a second time point is predicted from performance on the same construct at the first time point, along with a variable representing the assigned treatment condition (Allison, 1990;Petscher & Schatschneider, 2011;Thomas & Zumbo, 2012;Zumbo, 1999). A scan of the recent issues of the Journal of Research of Educational Effectiveness demonstrates that such designs are commonly used to assess treatment effects in educational research, with regression (e.g., Murphy et al, 2020), hierarchical linear or mixed-effects models (e.g., Gandhi et al, 2020), and Structural Equation Models (e.g., Wanzek et al, 2020). Therefore in the present work, we provide an extension to the existing literature on planned missing designs to demonstrate how to measure intervention response within the longitudinal planned missing data framework.…”

Section: Intervention Designsmentioning

confidence: 99%

Treatment Effects in Longitudinal Two-Method Measurement Planned Missingness Designs: An Application and Tutorial

Logan

2021

Journal of Research on Educational Effectiveness

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Planned missing data designs allow researchers to have highly-powered studies by testing only a fraction of the traditional sample size. In two-method measurement planned missingness designs, researchers assess only part of the sample on a high-quality expensive measure, while the entire sample is given a more inexpensive, but biased measure. The present study focuses on a longitudinal application of the two-method planned missingness design. We provide evidence of the effectiveness of this design for fitting developmental data. Methodologically, we extend the framework for modeling an average treatment effect. Finally, we provide code and step-by-step instructions for how to analyze longitudinal, treatment effect data within these frameworks.

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Intensive Intervention for Upper Elementary Students With Severe Reading Comprehension Difficulties

Cited by 15 publications

References 35 publications

Comparing the Effects of Reading Intervention Versus Reading and Mindset Intervention for Upper Elementary Students With Reading Difficulties

Comparing the Effects of Reading Intervention Versus Reading and Mindset Intervention for Upper Elementary Students With Reading Difficulties

Effects of a Reading Intervention Implemented at Differing Intensities for Upper Elementary Students

Treatment Effects in Longitudinal Two-Method Measurement Planned Missingness Designs: An Application and Tutorial

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