Phonemic Awareness/Analysis, Decoding, and Fluency Instruction (PDF) with Guided Reading (GR) and Explicit Comprehension (EC) Strategies
Intervention Details
Subject
English Language ArtsAcademic Program
Special Education ServicesDuration
5 weeks, 4 days a week, 1 hour per dayGrades
4, 5, 6, 7, 8Personnel
Tutor
Intervention Summary
Two variations of a balanced reading intervention
Grades
4, 5, 6, 7, 8Personnel
TutorStatistical Finding Summary
Positive effect on decoding skills
Positive effect on reading fluency
Positive effect on reading comprehension
Greater gains in reading comprehension for students who received more explicit comprehension strategy instruction
Source
Genevieve, M. & Jason M., N. (2005). Balanced, Strategic Reading Instruction for Upper-Elementary and Middle School Students with Reading Disabilities: A Comparative Study of Two Approaches (EJ710417). ERIC. https://files.eric.ed.gov/fulltext/EJ710417.pdf.
Data Sample by Population
These charts show the characteristics of the student populations studied. When assessing programs, you may want to prioritize interventions that yielded success in a similar demographic environment as your school or district.
The subgroup population data as studied here are not available. That means that while this study may work well for your setting, we cannot say based on the published study and results from our system’s reading of that study what the school/district subgroup characteristics were when evaluated here.