Balanced, Strategic Reading Instruction for Upper-Elementary and Middle School Students with Reading Disabilities
About the Intervention
This intervention provides supplemental, intensive one-to-one reading tutoring for upper-elementary and middle school students with reading disabilities. The program combines phonemic awareness/analysis training using multisensory methods, strategic decoding instruction with five specific strategies, reading fluency practice through passage rereading, and reading comprehension strategy instruction. Students receive 20 hours of tutoring (one hour per day, four days per week, for five weeks) during summer break. The intervention uses high-interest/low-readability expository texts at students' instructional reading levels and includes daily curriculum-based measurement probes to monitor fluency progress. Two variations were tested that differed in the explicitness of comprehension strategy instruction.
Statistical Findings
Positive effect: on word attack skills
Positive effect: on reading fluency
Positive effect: on oral retell quality
Positive effect: on main idea identification
Mixed effect: on reading comprehension (explicit instruction group showed gains on passage comprehension, guided reading group did not)
More Intervention Details
Focus Areas
Those with DisabilitiesPrograms & Services
Special Education Services, Remedial EducationDelivery Methods
Face-to-FaceDisability Support
Specific learning disabilityTarget Groups
Student(s)Citation
Manset-Williamson, G. & Nelson, J. M. (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.
Study Demographics
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Other Participant Characteristics
Geographical Setting
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