Early intervention for children at risk for reading disabilities: The impact of grade at intervention and individual differences on intervention outcomes.

ABSTRACT: Across multiple schools in three sites, the impact of grade-at-intervention was evaluated for children at risk or meeting criteria for reading disabilities. A multiple-component reading intervention with demonstrated efficacy was offered to small groups of children in 1^st, 2^nd, or 3^rd grade. In a quasi-experimental design, 172 children received the Triple-Focus Program (PHAST + RAVE-O), and 47 were control participants. Change during intervention and 1-3 years later (6-8 testing points), and the influence of individual differences in predicting outcomes, were assessed using reading and reading-related repeated measures. Intervention children out-performed control children at posttest on all 14 outcomes, with average effect sizes (Cohen's d) on standa

SUBMITTER: Lovett MW 

PROVIDER: S-EPMC9164258 | biostudies-literature | 2017 Oct

REPOSITORIES: biostudies-literature