Research-Based Implications from Extensive Early Reading Interventions.

Wanzek, Jeanne; Vaughn, Sharon

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Title: Research-Based Implications from Extensive Early Reading Interventions

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Title:	Research-Based Implications from Extensive Early Reading Interventions
Authors:	Wanzek, Jeanne; Vaughn, Sharon
Descriptors:	Reading Difficulties; Early Reading; Intervention; Educational Research; Identification; Models; Outcomes of Education; Effect Size; Time Factors (Learning); Phonological Awareness; Educational Strategies; Comparative Analysis; Elementary Education
Source:	School Psychology Review, v36 n4 p541-561 2007
More Info: Help Peer Reviewed:	Yes
Publisher:	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org
Publication Date:	2007-00-00
Pages:	21
Pub Types:	Journal Articles; Reports - Evaluative
Abstract:	A synthesis of the extant research on extensive early reading interventions for students with reading difficulties and disabilities is provided. Findings from 18 studies published between 1995 and 2005 revealed positive outcomes for students participating in extensive interventions. Results indicated higher effects for studies providing intervention early (grades K-1). No differences in overall outcomes were revealed between studies implementing highly standardized interventions or interventions with less standardized implementation. Implications for practice and future research are discussed. (Contains 2 tables.)
Abstractor:	Author
Reference Count:	47

Note:	N/A
Identifiers:	No Child Left Behind Act 2001
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0279-6015
Audiences:	N/A
Languages:	English
Education Level:	Elementary Education; Grade 1; Grade 2; Grade 3
Direct Link:	http://www.nasponline.org/publications/spr/index.aspx?vol=36&issue=4

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