Extensive Reading Interventions for Students With Reading Difficulties After Grade 3

By Jeanne Wanzek, S. Vaughn, Nancy Scammacca, Kristina Metz, Christy S. Murray, Greg Roberts, L. Danielson. 2013

285 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/74db97772e67615d6e6979f3eb2574563ada07b3

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

What Is Intensive Instruction and Why Is It Important? (2014, background): “Further, the success rate of older students (Grades 4 and older) participating in Tier 2 type interventions is less than that of primary-grade students (e.g., Gilbert et al., 2013; O’Connor & Fuchs, 2013; Vaughn et al., 2010; Wanzek et al., 2013).”
The Relationship Between Component Skills and Writing Quality and Production Across Developmental Levels (2016, methodology): “Thus, the decision was made to combine samples of students in Grade 4 and above for moderator analyses; this grade level range has been used in several recent meta-analyses in the area of reading and writing (e.g., Graham & Perin, 2007; Scammacca et al., 2007; Wanzek et al., 2013).”
Special Education Research Advances Knowledge in Education (2015, methodology): “For this article, we examined the studies from both of these syntheses (Wanzek et al., 2013; Wanzek & Vaughn, 2007) that disaggregated findings for students with disabilities.”
How evidence-based reform will transform research and practice in education (2020, background): “Most involve one-to-one or one-to-small-group tutoring, provided by either certified teachers or well-qualified teaching assistants using structured approaches (Baye et al., 2019; Inns et al., 2018; Pellegrini et al., 2018; Wanzek et al., 2013, 2016, 2017).”
A Review of Summarizing and Main Idea Interventions for Struggling Readers in Grades 3 Through 12: 1978–2016 (2019, methodology): “This finding aligns with previous meta-analyses reporting no differences in intervention effectiveness by grade level (e.g., Wanzek et al., 2013).”
Academic Interventions for Elementary and Middle School Students With Low Socioeconomic Status: A Systematic Review and Meta-Analysis (2017, background): “K to 12 with learning disabilities; and Edmonds et al. (2009); Flynn, Zheng, and Swanson (2012); Wanzek et al. (2013); and Scammaca, Roberts, Vaughn, and Stuebing (2015) reviewed programs for struggling readers in Grades 6 to 12, 5 to 9, above fourth grade, and Grades 4 to 12, respectively.”