An evaluation of intensive intervention for students with persistent reading difficulties

被引:114
作者
Denton, Carolyn A.
Fletcher, Jack M.
Anthony, Jason L.
Francis, David J.
机构
[1] Univ Texas, Dept Special Educ, Austin, TX 78712 USA
[2] Univ Texas, Board Directors, Vaughn Gross Ctr Reading & Language Arts, Austin, TX 78712 USA
[3] Univ Houston, Texas Inst Measurement Evaluat & Stat, Houston, TX 77004 USA
[4] Univ Texas, Hlth Sci Ctr, Div Dev Pediat, Houston, TX USA
关键词
D O I
10.1177/00222194060390050601
中图分类号
G76 [特殊教育];
学科分类号
040109 ;
摘要
To evaluate the effects of an intensive tertiary reading intervention, 27 students with severe reading difficulties and disabilities, 14 of whom had demonstrated an inadequate response to 1-2 tiers of prior reading instruction, received a 16-week intervention package involving decoding and fluency skills. The decoding intervention was provided for 2 hours per day for 8 weeks and was based on the Phono-Graphix program. The fluency intervention followed the decoding intervention and involved 1 hour of daily instruction for 8 weeks based on the Read Naturally program. The 16-week intervention resulted in significant improvement in reading decoding, fluency, and comprehension. Although individual responses to the intervention were variable, 12 of the 27 students showed a significant response to these interventions. Students who had participated in previous Tier 1 plus Tier 2 interventions but remained impaired had a stronger response to intervention in the current study than students who had previously participated only in Tier 1 intervention and students who had not received prior intervention outside of special education.
引用
收藏
页码:447 / 466
页数:20
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