Research-based implications from extensive early reading interventions
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 to students in the smallest group sizes as well as 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.
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Studies of reading interventions for readers behind grade level have found diminishing effects of intervention after age 9 (or grade 3).
“studies of reading interventions for readers behind grade level have found diminishing effects of intervention after age 9 (or grade 3)”
From Does puberty mark a transition in sensitive periods for plasticity in the associative neocortex? (2017) · cites this paper as Wanzek and Vaughn, 2007
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Does puberty mark a transition in sensitive periods for plasticity in the associative neocortex?
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- Authors
- Wanzek, J., & Vaughn, S.
- Affiliations
- Florida State University (US)
- The University of Texas at Austin (US)
- Corresponding author
- Wanzek, Jeanne
- Venue
- School Psychology Review
- Publisher
- Informa UK Limited
- Published
- 2007-12-01
- Volume
- 36
- Issue
- 4
- Pages
- 541-561
- ISSN
- 0279-6015 (ISSN-L)
- 2372-966X
- OpenAlex
- W142473226
- Cited by
- 424
- References
- 23
- Citations by year
- 2026: 11 · 2025: 8 · 2024: 19 · 2023: 22 · 2022: 36 · 2021: 50 · 2020: 25 · 2019: 28 · 2018: 20 · 2017: 24 · 2016: 28 · 2015: 24 · 2014: 32 · 2013: 13 · 2012: 32
- FWCI
- 15.59
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- School Psychology Review (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- reading intervention, reading difficulties, students with disabilities, early intervention, group size, intervention timing, intervention fidelity
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