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Bridging the Literacy Gaps: Examining the Impact of the Morphoread Intervention on the Reading Achievement of Children from Low SES Backgrounds
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Vered Vaknin-Nusbaum – Learning Disabilities Research & Practice, 2025
This study examined an intervention program designed to enhance reading comprehension among struggling readers from low socioeconomic backgrounds by improving their understanding of word structure and meaning. Delivered by college education students, the program targeted second-grade students. Change scores in morphological awareness (MA),…
Descriptors: Intervention, Reading Comprehension, Reading Difficulties, Low Income Students
Decision Rules for Progress Monitoring in Reading: Accuracy during a Large-Scale Tier II Intervention
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Parker, David C.; Van Norman, Ethan; Nelson, Peter M. – Learning Disabilities Research & Practice, 2018
The accuracy of decision rules for progress monitoring data is influenced by multiple factors. This study examined the accuracy of decision rule recommendations with over 4,500 second-and third-grade students receiving a tier II reading intervention program. The sensitivity and specificity of three decision rule recommendations for predicting…
Descriptors: Progress Monitoring, Accuracy, Grade 2, Grade 3
Special Education in a 4-Year Response to Intervention (RtI) Environment: Characteristics of Students with Learning Disability and Grade of Identification
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O'Connor, Rollanda E.; Bocian, Kathleen M.; Beach, Kristen D.; Sanchez, Victoria; Flynn, Lindsay J. – Learning Disabilities Research & Practice, 2013
This 4-year longitudinal research was designed to study special education determinations of students who participated in Tier 2 intervention in a Response to Intervention (RtI) model focused on reading across Grades 1-4. We compared identification rates for learning disabilities (LD) and student characteristics of 381 students the year prior to…
Descriptors: Special Education, Response to Intervention, Longitudinal Studies, Reading Instruction
Effects of the HELPS Reading Fluency Program when Implemented by Classroom Teachers with Low-Performing Second-Grade Students
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Begeny, John C.; Mitchell, R. Courtney; Whitehouse, Mary H.; Samuels, Fleming Harris; Stage, Scott A. – Learning Disabilities Research & Practice, 2011
The Helping Early Literacy with Practice Strategies (HELPS) Program was developed by integrating eight evidence-based fluency-building instructional strategies into a systematic program that can be feasibly implemented and accessed for free by all educators. This study examined the effects of HELPS when implemented by teachers with low-performing…
Descriptors: Evidence, Educational Strategies, Control Groups, Research Assistants