The authors examine the results for students with disabilities from a 2-year randomized controlled trial with students identified in ninth grade and followed through 10th grade in their allotted condition group. Prior to ninth grade, students with disabilities who met criteria for low reading comprehension (i.e., through failure on the state accountability test) were randomly assigned to one of three treatment conditions-reading without dropout prevention, reading with dropout prevention, dropout prevention without reading-or a business- Asusual condition. Students with disabilities in the reading treatments demonstrated significant gains on reading comprehension (Hedges's g = .44) compared to students with disabilities in the business- As-usual and dropout-prevention-without-reading conditions. Results support extensive (2-year) interventions in reading for high school students with disabilities.
Bibliographical noteFunding Information:
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.
© 2015 The Author(s).
All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology