{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,26]],"date-time":"2026-09-26T04:46:32Z","timestamp":1790397992120,"version":"4.1.0"},"reference-count":54,"publisher":"SAGE Publications","issue":"1","license":[{"start":{"date-parts":[[2018,5,23]],"date-time":"2018-05-23T00:00:00Z","timestamp":1527033600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"funder":[{"DOI":"10.13039\/100009633","name":"Eunice Kennedy Shriver National Institute of Child Health and Human Development","doi-asserted-by":"publisher","award":["P50 HD052117-07"],"award-info":[{"award-number":["P50 HD052117-07"]}],"id":[{"id":"10.13039\/100009633","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2019,1]]},"abstract":"<jats:p>We examine the efficacy of an intervention to improve word reading and reading comprehension in fourth- and fifth-grade students with significant reading problems. Using a randomized control trial design, we compare the fourth- and fifth-grade reading outcomes of students with severe reading difficulties who were provided a researcher-developed treatment with reading outcomes of students in a business-as-usual (BAU) comparison condition. A total of 280 fourth- and fifth-grade students were randomly assigned within school in a 1:1 ratio to either the BAU comparison condition ( n = 139) or the treatment condition ( n = 141). Treatment students were provided small-group tutoring for 30 to 45 minutes for an average of 68 lessons (mean hours of instruction = 44.4, SD = 11.2). Treatment students performed statistically significantly higher than BAU students on a word reading measure (effect size [ES] = 0. 58) and a measure of reading fluency (ES = 0.46). Though not statistically significant, effect sizes for students in the treatment condition were consistently higher than BAU students for decoding measures (ES = 0.06, 0.08), and mixed for comprehension (ES = -0.02, 0.14).<\/jats:p>","DOI":"10.1177\/0022219418775113","type":"journal-article","created":{"date-parts":[[2018,5,24]],"date-time":"2018-05-24T02:50:05Z","timestamp":1527130205000},"page":"31-44","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":34,"title":["Efficacy of a Word- and Text-Based Intervention for Students With Significant Reading Difficulties"],"prefix":"10.1177","volume":"52","author":[{"given":"Sharon","family":"Vaughn","sequence":"first","affiliation":[{"name":"The University of Texas at Austin, Austin, TX, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Garrett J.","family":"Roberts","sequence":"additional","affiliation":[{"name":"University of Denver, Denver, CO, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jeremy","family":"Miciak","sequence":"additional","affiliation":[{"name":"University of Houston, Houston, TX, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Pat","family":"Taylor","sequence":"additional","affiliation":[{"name":"University of Houston, Houston, TX, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jack M.","family":"Fletcher","sequence":"additional","affiliation":[{"name":"University of Houston, Houston, TX, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2018,5,23]]},"reference":[{"key":"bibr1-0022219418775113","doi-asserted-by":"publisher","DOI":"10.1177\/002221949903200203"},{"key":"bibr2-0022219418775113","doi-asserted-by":"publisher","DOI":"10.1177\/0022219410369067"},{"key":"bibr3-0022219418775113","doi-asserted-by":"publisher","DOI":"10.1177\/0014402915625067"},{"key":"bibr4-0022219418775113","unstructured":"Boulay B., Goodson B., Frye M., Blocklin M., Price C. 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