NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 2 results Save | Export
Impact of Intensive Summer Reading Intervention for Children with Reading Disabilities and Difficulties in Early Elementary School
Peer reviewed Peer reviewed
Direct linkDirect link
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
The Effectiveness of a Multisensory Alphabetic Phonetic Approach with College Students Who Are Learning Disabled.
Peer reviewed Peer reviewed
Guyer, Barbara Priddy; Sabatino, David – Journal of Learning Disabilities, 1989
The study found that college students with learning disabilities given a remedial summer reading program using the Orton-Gillingham multisensory alphabetic phonetic approach achieved statistically significant gains when compared to groups receiving a nonphonetic intervention or receiving no intervention. (Author/DB)
Descriptors: College Students, Higher Education, Instructional Effectiveness, Intervention