Multiple-Component Remediation for Developmental Reading Disabilities: IQ, Socioeconomic Status, and Race as Factors in Remedial Outcome

Autor/inn/en	Morris, Robin D.; Lovett, Maureen W.; Wolf, Maryanne; Sevcik, Rose A.; Steinbach, Karen A.; Frijters, Jan C.; Shapiro, Marla B.
Titel	Multiple-Component Remediation for Developmental Reading Disabilities: IQ, Socioeconomic Status, and Race as Factors in Remedial Outcome
Quelle	In: Journal of Learning Disabilities, 45 (2012) 2, S.99-127 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219409355472
Schlagwörter	Reading Difficulties; Race; Socioeconomic Status; Intervention; Remedial Reading; Intelligence Quotient; Reading Skills; Remedial Instruction; Program Effectiveness; Reading Instruction; Identification; Reading Comprehension; Vocabulary; Reading Fluency; Grade 4; Elementary School Students + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Rasse; Abstammung; Socio-economic status; Sozioökonomischer Status; Leseförderung; Intelligenzquotient; Reading skill; Lesefertigkeit; Förderkurs; Leseunterricht; Identifikation; Identifizierung; Leseverstehen; Wortschatz; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	Results from a controlled evaluation of remedial reading interventions are reported: 279 young disabled readers were randomly assigned to a program according to a 2 x 2 x 2 factorial design (IQ, socioeconomic status [SES], and race). The effectiveness of two multiple-component intervention programs for children with reading disabilities (PHAB + RAVE-O; PHAB + WIST) was evaluated against alternate (CSS, MATH) and phonological control programs. Interventions were taught an hour daily for 70 days on a 1:4 ratio at three different sites. Multiple-component programs showed significant improvements relative to control programs on all basic reading skills after 70 hours and at 1-year follow-up. Equivalent gains were observed for different racial, SES, and IQ groups. These factors did not systematically interact with program. Differential outcomes for word identification, fluency, comprehension, and vocabulary were found between the multidimensional programs, although equivalent long-term outcomes and equal continued growth confirmed that different pathways exist to effective reading remediation. (Contains 7 tables, 3 figures and 1 note.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10