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Direct linkDaniel, Johny; Capin, Philip; Steinle, Paul – Journal of Learning Disabilities, 2021
A majority of reading-related intervention studies aiming to remediate struggling readers' reading outcomes assess student performance immediately following the conclusion of an intervention to determine intervention effects. Few studies collect follow-up data to measure the long-term sustainability of treatment effects. Hence, the aim of the…
Descriptors: Intervention, Remedial Reading, Reading Difficulties, Program Effectiveness
Espin, Christine A.; Shin, Jongho; Busch, Todd W. – Journal of Learning Disabilities, 2005
The purpose of this study was to examine the reliability and validity of curriculum-based measures as indicator of growth in content-area learning. Participants were 58 students in 2 seventh-grade social studies classes. CBM measures were student- and administrator-read vocabulary-matching probes. Criterion measures were performance on a knowledge…
Descriptors: Program Effectiveness, Validity, Social Studies, Curriculum Based Assessment
Lovett, Maureen W.; De Palma, Maria; Frijters, Jan; Steinbach, Karen; Temple, Meredith; Benson, Nancy; Lacerenza, Lea – Journal of Learning Disabilities, 2008
This article explores whether struggling readers from different primary language backgrounds differ in response to phonologically based remediation. Following random assignment to one of three reading interventions or to a special education reading control program, reading and reading-related outcomes of 166 struggling readers were assessed…
Descriptors: Reading Difficulties, Intervention, Oral Language, Language Impairments
