2009/01/01 by Sharon Vaughn, Jeanne Wanzek, Christy S. Murray +4 · 1 citation
Mathematics · Psychology · Social Sciences · #Cognitive and developmental aspects of mathematical skills #Early Childhood Education and Development #Reading and Literacy Development
paper · doi:10.1177/001440290907500203
openalex publication_date 2009/01/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/30
This study examined the effects of an intensive reading intervention for students demonstrating minimal response to previous, less intensive intervention. Participants received intervention for 13 to 26 weeks in first grade. In second grade, students were screened and those meeting the benchmark (higher responders) did not receive further intervention, whereas those who did not meet benchmark (lower responders) received an additional 26 weeks of a more intensive intervention. Using a regression-discontinuity design, lower and higher responders were compared on several measures of reading. Significant findings for reading comprehension and word reading were demonstrated in favor of the lower responder group. No significant results were shown for reading fluency. Teachers' perspectives of the lower responders' academic competence were significantly lower than those of higher responders.