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Two-step tier three interventions for children in grade three with low reading fluency
Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för psykologi (PSY).ORCID-id: 0000-0003-2608-6204
Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).ORCID-id: 0000-0001-7261-590X
University of Gothenburg.
Linköping university.
Vise andre og tillknytning
2019 (engelsk)Inngår i: Journal of Research in Special Educational Needs, ISSN 1471-3802, E-ISSN 1471-3802, Vol. 19, nr 1, s. 3-14Artikkel i tidsskrift (Fagfellevurdert) 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.

sted, utgiver, år, opplag, sider
Wiley-Blackwell, 2019. Vol. 19, nr 1, s. 3-14
Emneord [en]
RTI, intervention, reading disabilities, dyslexia, gender differences.
HSV kategori
Forskningsprogram
Pedagogik och Utbildningsvetenskap, Pedagogik
Identifikatorer
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
Tilgjengelig fra: 2018-09-01 Laget: 2018-09-01 Sist oppdatert: 2019-08-29bibliografisk kontrollert

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