A 2-year, randomized control trial with 9th- to 10th-grade students with significant reading problems was provided for 50 minutes a day in small groups. Comparison students were provided an elective class and treatment students the reading intervention. Students identified as demonstrating reading difficulties through failure on their state accountability test and were randomly assigned to one of three treatment conditions—reading without dropout prevention, reading with dropout prevention, or dropout prevention without reading—or a business-as-usual condition. Students in reading treatment compared to students in business as usual demonstrated significant gains on reading comprehension (effect size = .43), and improved reading was associated with better grades in social studies. Findings from this study provide a rationale for further implementation and investigation of intensive intervention for high school students with reading difficulties.
Vaughn, S., Roberts, G., Wexler, J., Vaughn, M., Fall, A.-M., & Schnakenberg, J. B. (2015). High school students with reading comprehension difficulties: Results of a randomized control trial of a two-year reading intervention. Journal of Learning Disabilities, 48, 546–558.
2015
Reading Instruction
Special Education/Learning Disabilities
Journal Article/Book Chapter
Researcher
School Administrator
Special Education Teacher
High School
The University of Texas at Austin | College of Education | The Meadows Foundation | Vaughn Gross Center for Reading and Language Arts | Privacy | Accessibility
College of Education SZB 228 · The University of Texas at Austin · 1912 Speedway D4900 · Austin TX 78712-1284
Phone (512) 232-2320 · Fax (512) 232-2322
© 2021 The University of Texas at Austin/The Meadows Center for Preventing Educational Risk.
Licensed under a Creative Commons Attribution-NonCommercial-NoDerivative 4.0 International License
Site last updated on March 17, 2021.