High School Students With Reading Comprehension Difficulties: Results of a Randomized Control Trial of a Two-Year Reading Intervention

Sharon Vaughn, Greg Roberts, Jade Wexler, Michael G. Vaughn, Anna Mária Fall, Jennifer B. Schnakenberg

Research output: Contribution to journalArticlepeer-review

19 Citations (Scopus)

Abstract

A 2-year, randomized control trial with 9th to 10th grade students with significant reading problems was provided for 50 minutes a day in small groups. Comparison students were provided an elective class and treatment students the reading intervention. Students were identified as demonstrating reading difficulties through failure on their state accountability test and were randomly assigned to one of three treatment conditions and a business as usual (BAU) condition: reading without dropout prevention, reading with dropout prevention, dropout prevention without reading, or a BAU condition. Findings from the 2-year reading intervention (reading with and without dropout prevention combined and BAU) are reported in this article. Students in reading treatment compared to students in BAU demonstrated significant gains on reading comprehension (effect size =.43), and improved reading was associated with better grades in social studies. Findings from this study provide a rationale for further implementation and investigation of intensive intervention for high school students with reading difficulties.

Original languageEnglish
Pages (from-to)546-558
Number of pages13
JournalJournal of Learning Disabilities
Volume48
Issue number5
DOIs
Publication statusPublished - 2015 Sep 7

Bibliographical note

Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A100022 to The University of Texas at Austin as part of the “Preventing School Dropout With Secondary Students: The Implementation of an Individualized Reading Intervention and Dropout Prevention Intervention” grant. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

All Science Journal Classification (ASJC) codes

  • Health(social science)
  • Education
  • Health Professions(all)

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