{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,11,12]],"date-time":"2026-11-12T13:57:42Z","timestamp":1794491862050,"version":"4.9.1"},"reference-count":42,"publisher":"Springer Science and Business Media LLC","issue":"3","license":[{"start":{"date-parts":[[2026,8,11]],"date-time":"2026-08-11T00:00:00Z","timestamp":1786406400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2026,8,11]],"date-time":"2026-08-11T00:00:00Z","timestamp":1786406400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"funder":[{"name":"Copenhagen University","id":[{"id":"https:\/\/ror.org\/035b05819","id-type":"ROR","asserted-by":"crossref"}]}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["Ann. of Dyslexia"],"published-print":{"date-parts":[[2026,10]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>This study aimed to examine the extent to which pretest measures predicted response to an early reading intervention for children at risk for dyslexia. Predictors were studied in both first-language (L1) speakers and second-language (L2) learners. The pretest measures assessed various reading-related abilities, including pronunciation accuracy. Data from the experimental group in a trial of a reading intervention of 76 sessions for first-grade students at risk for dyslexia were analyzed. Outcomes were examined for 101 participants, including 68 L1 speakers and 33 L2 learners of Danish, based on their posttest performance on reading of words and non-words. Pretest measures of decoding, letter knowledge, letter-sound knowledge, phonological awareness, rapid automatized naming, vocabulary, and pronunciation accuracy were evaluated as predictors of reading outcomes. The strongest predictors of children\u2019s reading outcomes were phonological awareness, letter knowledge, letter-sound knowledge, and pronunciation accuracy. A relatively good classification of children with subsequent poor or adequate response to the intervention could be obtained based on pretest measures of letter-sound knowledge and pronunciation accuracy. Pronunciation accuracy added uniquely to the prediction of overall variance in reading outcomes for L1 speakers and L2 learners and to the correct early classification of children as poor or adequate responders. The results suggest that an acceptable level of prediction of at-risk children\u2019s response to early reading intervention can be obtained by means of a few pre-intervention measures. This study provides evidence for the added predictive value of a measure of pronunciation accuracy for L1 speakers and L2 learners.<\/jats:p>","DOI":"10.1007\/s11881-026-00388-9","type":"journal-article","created":{"date-parts":[[2026,8,11]],"date-time":"2026-08-11T14:56:15Z","timestamp":1786460175000},"page":"538-559","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Predicting response to early reading intervention for children at risk for dyslexia \u2013 the importance of pronunciation accuracy"],"prefix":"10.1007","volume":"76","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-0498-2174","authenticated-orcid":false,"given":"Anna Steenberg","family":"Gellert","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"},{"role":"corresponding-author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3075-1281","authenticated-orcid":false,"given":"Dorthe Klint","family":"Petersen","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8696-2486","authenticated-orcid":false,"given":"Carsten","family":"Elbro","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"297","published-online":{"date-parts":[[2026,8,11]]},"reference":[{"key":"388_CR11","doi-asserted-by":"publisher","first-page":"300","DOI":"10.1177\/07419325020230050501","volume":"23","author":"S Al Otaiba","year":"2002","unstructured":"Al Otaiba, S., & Fuchs, D. (2002). Characteristics of children who are unresponsive to early literacy intervention: A review of the literature. Remedial and Special Education, 23, 300\u2013316. https:\/\/doi.org\/10.1177\/07419325020230050501","journal-title":"Remedial and Special Education"},{"key":"388_CR12","doi-asserted-by":"publisher","first-page":"969","DOI":"10.1007\/s11145-009-9185-7","volume":"23","author":"JL Anthony","year":"2010","unstructured":"Anthony, J. L., Williams, J. M., Aghara, R. G., Dunkelberger, M., Novak, B., & Mukherjee, A. D. (2010). Assessment of individual differences in phonological representation. Reading and Writing, 23, 969\u2013994. https:\/\/doi.org\/10.1007\/s11145-009-9185-7","journal-title":"Reading and Writing"},{"key":"388_CR13","doi-asserted-by":"publisher","first-page":"146","DOI":"10.1044\/1058-0360(2011\/10-0053)","volume":"20","author":"JL Anthony","year":"2011","unstructured":"Anthony, J. L., Aghara, R. G., Dunkelberger, M. J., Anthony, T. I., Williams, J. M., & Zhang, Z. (2011). What factors place children with speech-sound disorders at risk for reading problems? American Journal of Speech Language Pathology, 20, 146\u2013160. https:\/\/doi.org\/10.1044\/1058-0360(2011\/10-0053)","journal-title":"American Journal of Speech Language Pathology"},{"key":"388_CR14","unstructured":"Borstr\u00f8m, I., & Petersen, D. K. (2006). L\u00e6seevaluering p\u00e5 begyndertrinnet [Evaluation of beginning reading] (2nd ed.). Alinea."},{"key":"388_CR16","doi-asserted-by":"publisher","first-page":"40","DOI":"10.1016\/j.ecresq.2019.06.005","volume":"49","author":"K Burgoyne","year":"2019","unstructured":"Burgoyne, K., Lervag, A., Malone, S., & Hulme, C. (2019). Speech difficulties at school entry are a significant risk factor for later reading difficulties. Early Childhood Research Quarterly, 49, 40\u201348. https:\/\/doi.org\/10.1016\/j.ecresq.2019.06.005","journal-title":"Early Childhood Research Quarterly"},{"key":"388_CR15","unstructured":"Brink, L., Heger, S., Lund, J., & J\u00f8rgensen, J. N. (1991). Den Store Danske Udtaleordbog [The unabridged Danish pronunciation dictionary]. Munksgaard."},{"issue":"5","key":"388_CR17","doi-asserted-by":"publisher","first-page":"727","DOI":"10.1111\/desc.12153","volume":"17","author":"JM Carroll","year":"2014","unstructured":"Carroll, J. M., Mundy, I. R., & Cunnigham, A. J. (2014). The roles of family history of dyslexia, language, speech production and phonological processing in predicting literacy progress. Developmental Science, 17(5), 727\u2013742. https:\/\/doi.org\/10.1111\/desc.12153","journal-title":"Developmental Science"},{"issue":"4","key":"388_CR3","doi-asserted-by":"publisher","first-page":"660","DOI":"10.1037\/0022-0663.96.4.660","volume":"96","author":"C Elbro","year":"2004","unstructured":"Elbro, C., & Petersen, D. K. (2004). Long-Term Effects of Phoneme Awareness and Letter Sound Training: An Intervention Study With Children at Risk for Dyslexia. Journal of Educational Psychology, 96(4), 660\u2013670. https:\/\/doi.org\/10.1037\/0022-0663.96.4.660","journal-title":"Journal of Educational Psychology"},{"issue":"1","key":"388_CR1","doi-asserted-by":"publisher","first-page":"36","DOI":"10.1598\/RRQ.33.1.3","volume":"33","author":"C Elbro","year":"1998","unstructured":"Elbro, C., Borstr\u00f8m, I., & Petersen, D. K. (1998). Predicting dyslexia from kindergarten. The importance of distinctness of phonological representations of lexical items. Reading Research Quarterly, 33(1), 36\u201360. https:\/\/doi.org\/10.1598\/RRQ.33.1.3","journal-title":"Reading Research Quarterly"},{"key":"388_CR2","doi-asserted-by":"crossref","unstructured":"Elbro, C., & Pallesen, B. R. (2002). The quality of phonological representations and phonological awareness: A causal link? In L. Verhoeven, C. Elbro, & P. Reitsma (Eds.), Precursors of functional literacy (pp. 17\u201332). John Benjamins.","DOI":"10.1075\/swll.11.04elb"},{"key":"388_CR4","unstructured":"Elbro, C. (2005). Literacy acquisition in Danish: A deep orthography in cross-linguistic light. In R. M. Joshi, & P. G. Aaron (Eds.), Handbook of Orthography and Literacy (pp. 31\u201345). Mahwah, New Jersey: Lawrence Erlbaum."},{"issue":"3","key":"388_CR5","doi-asserted-by":"publisher","first-page":"172","DOI":"10.1007\/s11881-012-0071-7","volume":"62","author":"C Elbro","year":"2012","unstructured":"Elbro, C., Daugaard, H. T., & Gellert, A. S. (2012). Dyslexia in a second language? -a dynamic test of reading acquisition may provide a fair answer. Annals of Dyslexia, 62(3), 172\u2013185. https:\/\/doi.org\/10.1007\/s11881-012-0071-7","journal-title":"Annals of Dyslexia"},{"issue":"3","key":"388_CR9","doi-asserted-by":"publisher","first-page":"227","DOI":"10.1177\/0022219415609185","volume":"50","author":"AS Gellert","year":"2017","unstructured":"Gellert, A. S., & Elbro, C. (2017a). Does a dynamic test of phonological awareness predict early reading difficulties? A longitudinal study from kindergarten through grade 1. Journal of Learning Disabilities, 50(3), 227\u2013237. https:\/\/doi.org\/10.1177\/0022219415609185","journal-title":"Journal of Learning Disabilities"},{"key":"388_CR10","doi-asserted-by":"publisher","unstructured":"Gellert, A. S., & Elbro, C. (2017b). Try a little bit of teaching: A dynamic assessment of word decoding as a kindergarten predictor of word reading difficulties at the end of Grade 1. Scientific Studies of Reading, 21(4), 277\u2013291. https:\/\/doi.org\/10.1080\/10888438.2017.1287187","DOI":"10.1080\/10888438.2017.1287187"},{"issue":"2","key":"388_CR8","doi-asserted-by":"publisher","first-page":"126","DOI":"10.1007\/s11881-018-0159-9","volume":"68","author":"AS Gellert","year":"2018","unstructured":"Gellert, A. S., & Elbro, C. (2018). Predicting reading disabilities using dynamic assessment of decoding before and after the onset of reading instruction: A longitudinal study from kindergarten through grade 2. Annals of Dyslexia, 68(2), 126\u2013144. https:\/\/doi.org\/10.1007\/s11881-018-0159-9","journal-title":"Annals of Dyslexia"},{"key":"388_CR6","unstructured":"Gellert, A. S., & Elbro, C. (2016). Rapport om projekt vedr\u00f8rende tidlig identifikation af elever i risiko for udvikling af alvorlige afkodningsvanskeligheder (herunder ordblindhed). University of Copenhagen."},{"key":"388_CR7","doi-asserted-by":"publisher","first-page":"36","DOI":"10.7146\/nys.v1i66.148749","volume":"66","author":"AS Gellert","year":"2024","unstructured":"Gellert, A. S., Petersen, D. K., Borstr\u00f8m, I., Poulsen, M., & Elbro, C. (2024). Tidlig indsats mod ordblindhed \u2013 en effektunders\u00f8gelse med elever i 1. klasse. NyS - Nydanske Sprogstudier, 66, 36\u201365. [Effects of an intervention for first-grade students at risk for dyslexia].","journal-title":"NyS - Nydanske Sprogstudier"},{"issue":"3","key":"388_CR18","doi-asserted-by":"publisher","first-page":"272","DOI":"10.1080\/10888438.2020.1776290","volume":"25","author":"SM Gonzalez-Frey","year":"2021","unstructured":"Gonzalez-Frey, S. M., & Ehri, L. (2021). Connected phonation is more effective than segmented phonation for teaching beginning readers to decode unfamiliar words. Scientific Studies of Reading, 25(3), 272\u2013285. https:\/\/doi.org\/10.1080\/10888438.2020.1776290","journal-title":"Scientific Studies of Reading"},{"issue":"4","key":"388_CR19","doi-asserted-by":"publisher","first-page":"204","DOI":"10.1177\/0731948714526999","volume":"37","author":"L Greulich","year":"2014","unstructured":"Greulich, L., Otaiba, A., Schatschneider, S., Wanzek, C., Ortiz, J., M., & Wagner, R. K. (2014). Understanding inadequate response to first-grade multi-tier intervention: Nomothetic and ideographic perspectives. Learning Disability Quarterly, 37(4), 204\u2013217. https:\/\/doi.org\/10.1177\/0731948714526999","journal-title":"Learning Disability Quarterly"},{"issue":"2","key":"388_CR20","doi-asserted-by":"publisher","first-page":"111","DOI":"10.1177\/0022219408326207","volume":"42","author":"EL Grigorenko","year":"2009","unstructured":"Grigorenko, E. L. (2009). Dynamic assessment and response to intervention: Two sides of one coin. Journal of Learning Disabilities, 42(2), 111\u2013132. https:\/\/doi.org\/10.1177\/0022219408326207","journal-title":"Journal of Learning Disabilities"},{"issue":"2","key":"388_CR21","doi-asserted-by":"publisher","first-page":"285","DOI":"10.1002\/rrq.477","volume":"58","author":"C Hall","year":"2023","unstructured":"Hall, C., Dahl-Leonard, K., Cho, E., Solari, E. J., Capin, P., Conner, C. L., & Kehoe, K. F. (2023). Forty years of reading intervention research for elementary students with or at risk for dyslexia: A systematic review and meta-analysis. Reading Research Quarterly, 58(2), 285\u2013312. https:\/\/doi.org\/10.1002\/rrq.477","journal-title":"Reading Research Quarterly"},{"issue":"8","key":"388_CR22","doi-asserted-by":"publisher","first-page":"820","DOI":"10.1111\/j.1469-7610.2005.01559.x","volume":"47","author":"PJ Hatcher","year":"2006","unstructured":"Hatcher, P. J., Hulme, C., Miles, J. N., Carroll, J. M., Hatcher, J., Gibbs, S., Smith, G., Bower-Crane, C., & Snowling, M. J. (2006). Efficacy of small group reading intervention for beginning readers with reading-delay: A randomised controlled trial. Journal of Child Psychology and Psychiatry, 47(8), 820\u2013827. https:\/\/doi.org\/10.1111\/j.1469-7610.2005.01559.x","journal-title":"Journal of Child Psychology and Psychiatry"},{"key":"388_CR23","unstructured":"Hintze, J. M., & Marcotte, A. M. (2010). Student assessment and data-based decision making. In T. A. Glover, & S. Vaughn (Eds.), The Promise of Response to Intervention: Evaluating Current Science and Practice (pp. 57\u201377). Guilford Press."},{"issue":"4","key":"388_CR24","doi-asserted-by":"publisher","first-page":"1096","DOI":"10.1037\/a0037100","volume":"106","author":"H Juul","year":"2014","unstructured":"Juul, H., Poulsen, M., & Elbro, C. (2014). Separating speed from accuracy in beginning reading development. Journal of Educational Psychology, 106(4), 1096\u20131106. https:\/\/doi.org\/10.1037\/a0037100","journal-title":"Journal of Educational Psychology"},{"key":"388_CR25","doi-asserted-by":"publisher","DOI":"10.1177\/00222194251331533","author":"J Lai","year":"2026","unstructured":"Lai, J., Rice, M., Quinonez-Beltran, J. F., Pittman, R. T., & Joshi, R. M. (2026). Identifying Emergent Bilinguals at Risk for Reading Difficulties: A Systematic Review of Criterion-Validity of Existing Assessments. Journal of Learning Disabilities, 59(1), 4\u201319. https:\/\/doi.org\/10.1177\/00222194251331533","journal-title":"Journal of Learning Disabilities"},{"issue":"3","key":"388_CR26","doi-asserted-by":"publisher","first-page":"134","DOI":"10.1177\/0731948714529772","volume":"37","author":"EA Lam","year":"2014","unstructured":"Lam, E. A., & McMaster, K. L. (2014). Predictors of responsiveness to early literacy intervention: A 10-year update. Learning Disability Quarterly, 37(3), 134\u2013147.","journal-title":"Learning Disability Quarterly"},{"issue":"2","key":"388_CR27","doi-asserted-by":"publisher","first-page":"111","DOI":"10.1080\/10888438.2021.1983820","volume":"26","author":"K Landerl","year":"2021","unstructured":"Landerl, K., Castles, A., & Parrila, R. (2021). Cognitive Precursors of Reading: A Cross-Linguistic Perspective. Scientific Studies of Reading, 26(2), 111\u2013124. https:\/\/doi.org\/10.1080\/10888438.2021.1983820","journal-title":"Scientific Studies of Reading"},{"key":"388_CR28","doi-asserted-by":"publisher","first-page":"390","DOI":"10.1177\/00222194060390050201","volume":"39","author":"S Linan-Thompson","year":"2006","unstructured":"Linan-Thompson, S., Vaughn, S., Prater, K., & Cirino, P. T. (2006). The response to intervention of English language learners at risk for reading problems. Journal of Learning Disabilities, 39, 390\u2013398. https:\/\/doi.org\/10.1177\/00222194060390050201","journal-title":"Journal of Learning Disabilities"},{"key":"388_CR29","doi-asserted-by":"publisher","first-page":"255","DOI":"10.1111\/1540-5826.00080","volume":"18","author":"JR Nelson","year":"2003","unstructured":"Nelson, J. R., Benner, G. J., & Gonzalez, J. (2003). Learner characteristics that influence the treatment effectiveness of early literacy interventions: A meta-analytic review. Learning Disabilities: Research & Practice, 18, 255\u2013267. https:\/\/doi.org\/10.1111\/1540-5826.00080","journal-title":"Learning Disabilities: Research & Practice"},{"key":"388_CR30","doi-asserted-by":"publisher","first-page":"220","DOI":"10.1177\/0022466908317789","volume":"43","author":"RE O\u2019Connor","year":"2010","unstructured":"O\u2019Connor, R. E., Bocian, K., Beebe-Frankenberger, M., & Linklater, D. L. (2010). Responsiveness of students with language difficulties to early intervention in reading. The Journal of Special Education, 43, 220\u2013235. https:\/\/doi.org\/10.1177\/0022466908317789","journal-title":"The Journal of Special Education"},{"issue":"3","key":"388_CR31","doi-asserted-by":"publisher","first-page":"251","DOI":"10.1002\/dys.1560","volume":"23","author":"M Poulsen","year":"2017","unstructured":"Poulsen, M., Nielsen, A., Juul, H., & Elbro, C. (2017). Early identification of reading difficulties: A screening strategy that adjusts the sensitivity to the level of prediction accuracy. Dyslexia, 23(3), 251\u2013267. https:\/\/doi.org\/10.1002\/dys.1560","journal-title":"Dyslexia"},{"key":"388_CR33","doi-asserted-by":"publisher","first-page":"143","DOI":"10.1348\/000712603321661859","volume":"94","author":"PHK Seymour","year":"2003","unstructured":"Seymour, P. H. K., Aro, M., Erskine, J. M., Wimmer, H., Leybaert, J., Elbro, C., & Olofsson, A. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143\u2013174. https:\/\/doi.org\/10.1348\/000712603321661859","journal-title":"British Journal of Psychology"},{"issue":"2","key":"388_CR34","doi-asserted-by":"publisher","first-page":"159","DOI":"10.1080\/10888430903117492","volume":"14","author":"A Shmidman","year":"2010","unstructured":"Shmidman, A., & Ehri, L. (2010). Embedded picture mnemonics to learn letters. Scientific Studies of Reading, 14(2), 159\u2013182. https:\/\/doi.org\/10.1080\/10888430903117492","journal-title":"Scientific Studies of Reading"},{"issue":"5","key":"388_CR35","doi-asserted-by":"publisher","first-page":"498","DOI":"10.1037\/bul0000037","volume":"142","author":"MJ Snowling","year":"2016","unstructured":"Snowling, M. J., & Melby-Lerv\u00e5g, M. (2016). Oral language deficits in familial dyslexia: A meta-analysis and review. Psychological Bulletin, 142(5), 498\u2013545. https:\/\/doi.org\/10.1037\/bul0000037","journal-title":"Psychological Bulletin"},{"key":"388_CR36","doi-asserted-by":"publisher","first-page":"65","DOI":"10.1016\/j.learninstruc.2018.05.004","volume":"58","author":"OJ Solheim","year":"2018","unstructured":"Solheim, O. J., Frijters, J. C., Lundetr\u00e6, K., & Uppstad, P. H. (2018). Effectiveness of an early reading intervention in a semi-transparent orthography: A group randomised control. Learning and Instruction, 58, 65\u201379. https:\/\/doi.org\/10.1016\/j.learninstruc.2018.05.004","journal-title":"Learning and Instruction"},{"key":"388_CR37","doi-asserted-by":"publisher","first-page":"522","DOI":"10.1037\/0003-066X.47.4.522","volume":"47","author":"JA Swets","year":"1992","unstructured":"Swets, J. A. (1992). The science of choosing the right decision threshold in high-stakes diagnostics. American Psychologist, 47, 522\u2013532. https:\/\/doi.org\/10.1037\/0003-066X.47.4.522","journal-title":"American Psychologist"},{"issue":"11","key":"388_CR38","doi-asserted-by":"publisher","first-page":"3714","DOI":"10.1044\/2020_JSLHR-20-00108","volume":"63","author":"SR Tambyraja","year":"2020","unstructured":"Tambyraja, S. R., Farquharson, K., & Justice, L. (2020). Reading risk in children with speech sound disorder: Prevalence, persistence, and predictors. Journal of Speech Language and Hearing Research, 63(11), 3714\u20133726. https:\/\/doi.org\/10.1044\/2020_JSLHR-20-00108","journal-title":"Journal of Speech Language and Hearing Research"},{"issue":"9","key":"388_CR39","doi-asserted-by":"publisher","first-page":"976","DOI":"10.1111\/jcpp.12412","volume":"56","author":"PA Thompson","year":"2015","unstructured":"Thompson, P. A., Hulme, C., Nash, H. M., Gooch, D., Hayiou-Thomas, E., & Snowling, M. J. (2015). Developmental dyslexia: predicting individual risk. Journal of Child Psychology and Psychiatry, 56(9), 976\u2013987. https:\/\/doi.org\/10.1111\/jcpp.12412","journal-title":"Journal of Child Psychology and Psychiatry"},{"key":"388_CR40","doi-asserted-by":"publisher","first-page":"190","DOI":"10.1002\/dys.1614","volume":"25","author":"EAT Tilanus","year":"2019","unstructured":"Tilanus, E. A. T., Segers, E., & Verhoeven, L. (2019). Predicting responsiveness to a sustained reading and spelling intervention in children with dyslexia. Dyslexia, 25, 190\u2013206. https:\/\/doi.org\/10.1002\/dys.1614","journal-title":"Dyslexia"},{"issue":"1","key":"388_CR42","doi-asserted-by":"publisher","first-page":"178","DOI":"10.1111\/jcal.12599","volume":"38","author":"A van Uittert","year":"2022","unstructured":"van Uittert, A., Verhoeven, L., & Segers, E. (2022). Responsiveness to a game-based intervention to enhance reading efficiency in first graders. Journal of Computer Assisted Learning, 38(1), 178\u2013191. https:\/\/doi.org\/10.1111\/jcal.12599","journal-title":"Journal of Computer Assisted Learning"},{"issue":"1","key":"388_CR43","doi-asserted-by":"publisher","first-page":"164","DOI":"10.1044\/2024_JSLHR-24-00170","volume":"68","author":"L Walquist-S\u00f8rli","year":"2025","unstructured":"Walquist-S\u00f8rli, L., Caglar-Ryeng, \u00d8., Furnes, B., Nerg\u00e5rd-Nilssen, T., Donolato, E., & Melby-Lerv\u00e5g, M. (2025). Are Speech Sound Difficulties Risk Factors for Difficulties in Language and Reading Skills? A Systematic Review and Meta-Analysis. Journal of Speech Language and Hearing Research, 68(1), 164\u2013177. https:\/\/doi.org\/10.1044\/2024_JSLHR-24-00170","journal-title":"Journal of Speech Language and Hearing Research"},{"issue":"3","key":"388_CR44","doi-asserted-by":"publisher","first-page":"551","DOI":"10.1007\/s10648-015-9321-7","volume":"28","author":"J Wanzek","year":"2016","unstructured":"Wanzek, J., Vaughn, S., Scammacca, N., Gatlin, B., Walker, M. A., & Capin, P. (2016). Meta-Analyses of the effects of tier 2 type reading interventions in Grades K-3. Educational Psychology Review, 28(3), 551\u2013576. https:\/\/doi.org\/10.1007\/s10648-015-9321-7","journal-title":"Educational Psychology Review"}],"container-title":["Annals of Dyslexia"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s11881-026-00388-9.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/article\/10.1007\/s11881-026-00388-9","content-type":"text\/html","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s11881-026-00388-9.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,11,12]],"date-time":"2026-11-12T04:59:11Z","timestamp":1794459551000},"score":1,"resource":{"primary":{"URL":"https:\/\/link.springer.com\/article\/10.1007\/s11881-026-00388-9"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2026,8,11]]},"references-count":42,"journal-issue":{"issue":"3","published-print":{"date-parts":[[2026,10]]}},"alternative-id":["388"],"URL":"https:\/\/doi.org\/10.1007\/s11881-026-00388-9","relation":{},"ISSN":["0736-9387","1934-7243"],"issn-type":[{"value":"0736-9387","type":"print"},{"value":"1934-7243","type":"electronic"}],"subject":[],"published":{"date-parts":[[2026,8,11]]},"assertion":[{"value":"27 June 2025","order":1,"name":"received","label":"Received","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"10 July 2026","order":2,"name":"accepted","label":"Accepted","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"11 August 2026","order":3,"name":"first_online","label":"First Online","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"The authors report there was no competing interest to declare.","order":1,"name":"Ethics","label":"Competing interests","group":{"name":"EthicsHeading","label":"Declarations"}}]}}