Intensive reading remediation in grade 2 or 3

Are there effects a decade later?

Benita A. Blachman, Christopher Schatschneider, Jack M. Fletcher, Maria S. Murray, Kristen A. Munger, Michael George Vaughn

Research output: Contribution to journalArticle

21 Citations (Scopus)

Abstract

Despite data supporting the benefits of early reading interventions, there has been little evaluation of the long-term educational impact of these interventions, with most follow-up studies lasting less than 2 years (Suggate, 2010). This study evaluated reading outcomes more than a decade after the completion of an 8-month reading intervention using a randomized design with 2nd and 3rd graders selected on the basis of poor word-level skills (Blachman et al., 2004). Fifty-eight (84%) of the original 69 participants took part in the study. The treatment group demonstrated a moderate to small effect size advantage on reading and spelling measures over the comparison group. There were statistically significant differences with moderate effect sizes between treatment and comparison groups on standardized measures of word recognition (i.e., Woodcock Basic Skills Cluster, d = 0.53; Woodcock Word Identification, d = 0.62), the primary, but not exclusive, focus of the intervention. Statistical tests on other reading and spelling measures did not reach thresholds for statistical significance. Patterns in the data related to other educational outcomes, such as high school completion, favored the treatment participants, although differences were not significant.

Original languageEnglish
Pages (from-to)46-57
Number of pages12
JournalJournal of Educational Psychology
Volume106
Issue number1
DOIs
Publication statusPublished - 2014 Feb 1

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Reading
school grade
Group
statistical test
statistical significance
evaluation
school

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

Blachman, B. A., Schatschneider, C., Fletcher, J. M., Murray, M. S., Munger, K. A., & Vaughn, M. G. (2014). Intensive reading remediation in grade 2 or 3: Are there effects a decade later? Journal of Educational Psychology, 106(1), 46-57. https://doi.org/10.1037/a0033663
Blachman, Benita A. ; Schatschneider, Christopher ; Fletcher, Jack M. ; Murray, Maria S. ; Munger, Kristen A. ; Vaughn, Michael George. / Intensive reading remediation in grade 2 or 3 : Are there effects a decade later?. In: Journal of Educational Psychology. 2014 ; Vol. 106, No. 1. pp. 46-57.
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Blachman, BA, Schatschneider, C, Fletcher, JM, Murray, MS, Munger, KA & Vaughn, MG 2014, 'Intensive reading remediation in grade 2 or 3: Are there effects a decade later?', Journal of Educational Psychology, vol. 106, no. 1, pp. 46-57. https://doi.org/10.1037/a0033663

Intensive reading remediation in grade 2 or 3 : Are there effects a decade later? / Blachman, Benita A.; Schatschneider, Christopher; Fletcher, Jack M.; Murray, Maria S.; Munger, Kristen A.; Vaughn, Michael George.

In: Journal of Educational Psychology, Vol. 106, No. 1, 01.02.2014, p. 46-57.

Research output: Contribution to journalArticle

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