lnu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Two-step tier three interventions for children in grade three with low reading fluency
Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.ORCID iD: 0000-0003-2608-6204
Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.ORCID iD: 0000-0001-7261-590X
University of Gothenburg, Sweden.
Linköping university, Sweden.
Show others and affiliations
2019 (English)In: Journal of Research in Special Educational Needs, E-ISSN 1471-3802, Vol. 19, no 1, p. 3-14Article in journal (Refereed) Published
Abstract [en]

The main aim of this study was to investigate theeffect of a tier three intervention, response-tointerventiondesign, on children with low readingability in grade three. Twenty-eight children (12females and 16 males) participated in this study.The participants were given out a battery of readingtests including decoding and reading comprehensiontests, and in total, the children received20 reading intervention sessions in two waves, during4 weeks. The results showed substantial gainswith large effect sizes (d 0.78–2.95) on all thereading tests after the intervention period. A short,intensive and individualised intervention has a substantiallypositive effect on children’s reading ability.For a majority of the children, the increasedability sustains even 4 years after the end of theinterventions. However, as boys seem to have thegreatest problem to sustain their increased ability,the authors claim that it is important to continuethe intervention even after the research interventionshave ended.

Place, publisher, year, edition, pages
Wiley-Blackwell, 2019. Vol. 19, no 1, p. 3-14
Keywords [en]
RTI, intervention, reading disabilities, dyslexia, gender differences.
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
URN: urn:nbn:se:lnu:diva-77520DOI: 10.1111/1471-3802.12419ISI: 000456573900001Scopus ID: 2-s2.0-85047627446OAI: oai:DiVA.org:lnu-77520DiVA, id: diva2:1244503
Available from: 2018-09-01 Created: 2018-09-01 Last updated: 2023-02-03Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textScopus

Authority records

Svensson, IdorFälth, Linda

Search in DiVA

By author/editor
Svensson, IdorFälth, Linda
By organisation
Department of PsychologyDepartment of Pedagogy and Learning
In the same journal
Journal of Research in Special Educational Needs
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 414 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf