Implementing reading interventions to support disadvantaged children in England: insights from a process evaluation
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DOI: 10.1080/00131911.2020.1866500
Abstract: In this paper, we present insights from the qualitative data collected during a process evaluation of a reading intervention project carried out in primary and secondary schools in West Yorkshire, ... read more here.
Keywords: reading interventions; support disadvantaged; process evaluation; interventions support ... See more keywords
Motivational Practices in Reading Interventions for Students With or at Risk for Dyslexia
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DOI: 10.1097/tld.0000000000000312
Abstract: The purposes of this study were to (a) describe the extent to which motivational practices are incorporated in foundational reading interventions for students with or at risk for dyslexia in kindergarten through Grade 5 (K–5)… read more here.
Keywords: risk dyslexia; interventions students; students risk; reading interventions ... See more keywords
Intensive Reading Interventions for Inadequate Responders in Grades K–3: A Synthesis
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DOI: 10.1177/0731948717714446
Abstract: A subset of students fail to respond adequately to reading interventions. This synthesis systematically reviews studies in which students in grades K–3 responded inadequately to a Tier 2 reading intervention and were provided with a… read more here.
Keywords: reading interventions; inadequate responders; responded inadequately; intensive reading ... See more keywords
Reading Interventions Delivered Outside of School: Introduction to the Special Issue
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DOI: 10.1177/0731948718795263
Abstract: Interventions for individuals with or at risk for reading disability (RD) need not occur only during the typical school day. Educators and researchers have been actively seeking opportunities to extend literacy learning through home-based, summer,… read more here.
Keywords: reading interventions; school; introduction special; special issue ... See more keywords
Are Reading Interventions Effective for At-Risk Readers with ADHD? A Meta-Analysis
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DOI: 10.1177/10870547221130111
Abstract: Objective: Utilizing a multi-level meta-analytic approach, this review is the first to systematically quantify the efficacy of reading interventions for school-aged children with ADHD and identify potential factors that may increase the success of reading-related… read more here.
Keywords: effective risk; interventions effective; readers adhd; reading interventions ... See more keywords