NDLI: Early Interventions for Children With Reading Disabilities

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Early Interventions for Children With Reading Disabilities

Content Provider	Scilit
Author	Foorman, Barbara R. Francis, David J. Winikates, Debbie Mehta, Paras Schatschneider, Christopher Fletcher, Jack M.
Copyright Year	2021
Description	We examined the effectiveness of 3 different reading interventions in second and third graders with identified reading disabilities. Fourteen special education teachers taught 114 second and third graders either synthetic phonics, analytic phonics, or sight-word programs in the resource room 60 min a day for I school year. Growth in phonological and orthographic processing and word reading was compared for the 3 interventions. Facilitative effects of synthetic phonics were reduced when demographic and Verbal IQ covariates were included in the growth-curve models. However, the most significant mediator of intervention effects was initial differences in phonological and orthographic processing skills. Implications for service delivery and identification of children for special education are discussed. Book Name: Components of Effective Reading Intervention
Related Links	https://content.taylorfrancis.com/books/download?dac=C2007-0-06276-0&isbn=9781315046365&format=googlePreviewPdf
Ending Page	276
Page Count	22
Starting Page	255
DOI	10.4324/9781315046365-5
Language	English
Publisher	Informa UK Limited
Publisher Date	2021-01-29
Access Restriction	Open
Subject Keyword	Book Name: Components of Effective Reading Intervention Special Education Children Models Word Interventions Reading Phonological Special Phonics Graders Orthographic
Content Type	Text
Resource Type	Chapter

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