Components of effective remediation for developmental reading disabilities: Combining phonological and strategy-based instruction to improve outcomes.

By M. Lovett, Léa Lacerenza, Susan L. Borden, Jan C. Frijters, Karen A. Steinbach, Maria Palma. 2000

229 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/f448794efde0ea48311629eaba1bc75695466a64

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

Effective Beginning Reading Instruction (2002, background): “To the teachers’ credit, evidence is emerging to support this decision, with combined phonics approaches improving word recognition skills more than single-dimensional approaches, such as synthetic phonics (Lovett et al., 2000).”
A Meta-Analysis of Morphological Interventions in English: Effects on Literacy Outcomes for School-Age Children (2013, background): “Similarly, more comprehensive interventions integrated morphological instruction with other instruction, helping students connect information learned to larger literacy tasks such as decoding (Lovett et al., 2000; Lovett & Steinbach, 1997) or comprehension (Lesaux et al., 2010).”
Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panel’s Meta-Analysis (2001, methodology): “In one study the same control group was compared to four different treatments (Lovett et al., 2000).”
Cognitive Strategies Instruction: From Basic Research to Classroom Instruction (2009, background): “In classrooms, however, teachers who employ reciprocal teaching as a way to begin strategies instruction eventually use a variety of instructional tactics to encourage their students to make predictions, generate questions, seek clarifications, and construct summaries (Hacker & Tenent, 2002; Marks e”
The Impact of Comprehensive Reading Instruction on the Academic and Social Behavior of Students with Emotional and Behavioral Disorders (2003, background): “Ample research exists detailing the components of effective reading instruction for students and how to modify reading curricula for those who do not respond to typical instruction (Blachman, Tangel, Ball, Black, & McGraw, 1999; Lovett et al., 2000).”
Identifying and teaching children and young people with dyslexia and literacy difficulties : an independent report (2009, background): “108 Rashotte et al (2001), Torgesen et al (2003), Elbaum et al (2000 JEdP), Scammacca et al (2007), Lovett et al (2000).”
Instructing Struggling Older Readers: A Selective Meta–Analysis of Intervention Research (2012, background): “Note that the study by Lovett et al. (2000b) yielded independent samples at various grade levels and therefore allowed for separate analyses.”
Effectiveness of a Supplemental Early Reading Intervention Scaled up in Multiple Schools (2010, background): “Considerable research evidence has documented strong positive effects of preventative instructional interventions for students in the early grades who are at risk for serious reading difficulties or disabilities (e.g., Blachman et al., 2004; Denton, Fletcher, Anthony, & Francis, 2006; Lovett et al.,”
Effective Programs for Struggling Readers: A Best-Evidence Synthesis. (2009, unknown): “Low achieving students in six schools in a large urban district in Texas were randomly assigned to Proactive Reading (n=80), Responsive Reading (n=83), or classroom instruction only (n=82).”
Self-teaching in normal and disabled readers (2004, background): “More recently, however, several second-generation training studies (e.g., Lovett et al., 2000; Torgesen et al., 2001) that have included more intensive training in phonological awareness and decoding skills have succeeded in demonstrating sustainable and generalized gains in real-word reading.”