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Direct linkGarrett J. Roberts; Philip Capin; Anna Handy; Brooke Coté; Zaira Jimenez – Journal of Learning Disabilities, 2025
We created and tested a family-based intervention with a sample of U.S. families of children in Grades 1 and 2 with reading and behavioral difficulties to investigate its impact on text comprehension. Developed with input from parents, reading experts, and behavior specialists, Family-RISE (Reading Intervention with Supports for Engagement)…
Descriptors: Family Relationship, Intervention, Elementary School Students, Reading Difficulties
Christodoulou, Joanna A.; Cyr, Abigail; Murtagh, Jack; Chang, Patricia; Lin, Jiayi; Guarino, Anthony J.; Hook, Pamela; Gabrieli, John D. E. – Journal of Learning Disabilities, 2017
Efficacy of an intensive reading intervention implemented during the nonacademic summer was evaluated in children with reading disabilities or difficulties (RD). Students (ages 6-9) were randomly assigned to receive Lindamood-Bell's "Seeing Stars" program (n = 23) as an intervention or to a waiting-list control group (n = 24). Analysis…
Descriptors: Summer Programs, Early Intervention, Reading Programs, Reading Difficulties
Tannock, Rosemary; Frijters, Jan C.; Martinussen, Rhonda; White, Erin Jacquelyn; Ickowicz, Abel; Benson, Nancy J.; Lovett, Maureen W. – Journal of Learning Disabilities, 2018
To evaluate the relative efficacy of two reading programs with and without adjunctive stimulant medication for children with attention-deficit/hyperactivity disorder and comorbid reading disorder (ADHD+RD). Sixty-five children (7-11 years in age) were assigned randomly to one of three intensive remedial academic programs (phonologically or…
Descriptors: Intervention, Attention Deficit Hyperactivity Disorder, Comorbidity, Child Behavior
