Research-Based Implications From Extensive Early Reading Interventions

By Jeanne Wanzek, S. Vaughn. 2007

437 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/b7ae70e6fbd50ac9227075f6a9222410adcdf9ba

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In Developmental and Educational Psychology

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Citations in the corpus

Professional Development, Capacity Building, and Research Needs: Critical Issues for Response to Intervention Implementation (2007, background): “Wanzek and Vaughn (2007) attempt to look at the effects of these features across studies, but find that generally the features cannot be isolated.”
Effectiveness of a Supplemental Early Reading Intervention Scaled up in Multiple Schools (2010, background): “Wanzek and Vaughn (2007) synthesized studies of reading interventions having at least 100 sessions, and found that most reported effect sizes in the moderate to large range and that these effects were larger in kindergarten and Grade 1 than in the upper elementary grades.”
Response to Early Reading Intervention Examining Higher and Lower Responders (2009, methodology): “Students in the treatment condition were provided the secondary intervention (daily, 30 min sessions in instructional groups of about five students) by the research team, and students in the comparison group were provided typical school instruction (Wanzek & Vaughn, 2007).”
Preliminary Evaluation of a Tier 2 Mathematics Intervention for First-Grade Students: Using a Theory of Change to Guide Formative Evaluation Activities (2014, background): “…in the area of reading development spurred a focus on prevention of reading difficulties through the use of screening systems to identify at-risk students (Good, Gruba, & Kaminski, 2002) and the development of curriculum materials targeting foundational reading skills (Wanzek & Vaughn, 2010).”
Service Delivery for Response to Intervention: Core Components and Directions for Future Research (2007, background): “As summarized by Wanzek and Vaughn (2007), additional support for the effective use of a standard protocol approach can be found in other reading intervention studies, including studies by Jenkins et al. (2004) and Vadasay et al. (1997) that demonstrated small to moderate (0.31) to large effects…”
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.”
Extensive Reading Interventions for Students With Reading Difficulties After Grade 3 (2013, methodology): “Our purpose was to update a similar synthesis of extensive reading interventions for students in kindergarten through third grade (Wanzek & Vaughn, 2007) by extending the work beyond Grade 3.”
The Effectiveness of Reading Interventions for English Learners (2016, background): “…reading intervention studies that have been conducted with native English speakers over the same time period (see Edmonds et al., 2009; Solis, 2012; Wanzek & Vaughn, 2007; and Wexler, Vaughn, Roberts, & Denton, 2010, for syntheses on reading interventions for non-English learners) but compares…”
What Is Intensive Instruction and Why Is It Important? (2014, background): “Generally, small groups and one-on-one instruction are associated with better outcomes for students with learning problems than larger groups (Wanzek & Vaughn, 2007, 2008).”