Browsing by Author "Roberts, Greg"
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Item Effects of individualized and standardized interventions on middle school students with reading disabilities(Exceptional Children, 2011-07) Vaughn, Sharon; Wexler, Jade; Roberts, Greg; Barth, Amy E.; Cirino, Paul T.; Romain, Melissa A.; Francis, David J.; Fletcher, Jack M.; Denton, Carolyn A.This study reports the effectiveness of a year-long, small-group, tertiary (Tier 3) intervention that examined 2 empirically derived but conceptually different treatments and a comparison condition. The researchers had randomly assigned all students to treatment or comparison conditions. The participants were seventh- and eighth-grade students from the previous year who received an intervention and did not meet exit criteria. The researchers assigned them to one of two treatments: standardized (n = 69) or individualized (n = 71) for 50 min a day, in group sizes of 5, for the entire school year. Comparison students received no researcher-provided intervention (n = 42). The researchers used multigroup modeling with nested comparisons to evaluate the statistical significance of Time 3 estimates. Students in both treatments outperformed the comparison students on assessments of decoding, fluency, and comprehension. Intervention type did not moderate the pattern of effects, although students in the standardized treatment had a small advantage over individualized students on word attack. This study provides a framework from which to refine further interventions for older students with reading disabilities.Item The relative effects of group size on reading progress of older students with reading difficulties(Reading and Writing, 2010-09) Vaughn, Sharon; Wanzek, Jeanne; Wexler, Jade; Barth, Amy E.; Cirino, Paul T.; Fletcher, Jack M.; Romain, Melissa A.; Denton, Carolyn A.; Roberts, Greg; Francis, David J.This study reports findings on the relative effects from a yearlong secondary intervention contrasting large-group, small-group, and school-provided interventions emphasizing word study, vocabulary development, fluency, and comprehension with seventh- and eighth-graders with reading difficulties. Findings indicate that few statistically significant results or clinically significant gains were associated with group size or intervention. Findings also indicate that a significant acceleration of reading outcomes for seventh- and eighth-graders from high-poverty schools is unlikely to result from a 50 min daily class. Instead, the findings indicate, achieving this outcome will require more comprehensive models including more extensive intervention (e.g., more time, even smaller groups), interventions that are longer in duration (multiple years), and interventions that vary in emphasis based on specific students' needs (e.g., increased focus on comprehension or word study).