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Examining the Average and Local Effects of a Standardized Treatment for Fourth Graders with Reading Difficulties

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Wanzek, Jeanne; Petscher, Yaacov; Al Otaiba, Stephanie; Kent, Shawn; Christopher, Schatschneider; Haynes, Martha; Rivas, Brenna K.; Jones, Francesca G. – Grantee Submission, 2016

The present study used a randomized control trial to examine the effects of a widely-used multi-component Tier 2 type intervention, Passport to Literacy, on the reading ability of 221 fourth graders who initially scored at or below the 30th percentile in reading comprehension. Intervention was provided by research staff to groups of 4-7 students…

Descriptors: Grade 4, Reading Difficulties, Intervention, Randomized Controlled Trials

Modeling the Interaction of Academic Self-Beliefs, Frequency of Reading at Home, Emotional Support, and Reading Achievement: An RCT Study of At-Risk Early Readers in First Grade and Second Grade

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Fives, Allyn – Reading Psychology, 2016

The current article examines what factors explained the success of a reading program delivered by older adult volunteers to at-risk early readers. The article also examines the direction of the relationship over time (both direct and mediated) between reading achievement, frequency of reading at home, and academic self-beliefs. Two hundred and…

Descriptors: Foreign Countries, Reading Programs, Program Effectiveness, Early Reading

High School-Based Treatment for Adolescents with Attention-Deficit/Hyperactivity Disorder: Results from a Pilot Study Examining Outcomes and Dosage

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Evans, Steven W.; Schultz, Brandon K.; DeMars, Christine E. – School Psychology Review, 2014

The purpose of this study was to examine the efficacy and dose-response relationship of a school-based treatment program for high school students with attention-deficit/hyperactivity disorder (ADHD). Two paraprofessionals provided interventions to 24 students with ADHD randomly assigned to the treatment condition at two public high schools. They…

Descriptors: High School Students, Adolescents, Attention Deficit Hyperactivity Disorder, Program Effectiveness