{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,12]],"date-time":"2026-05-12T05:56:45Z","timestamp":1778565405842,"version":"3.51.4"},"reference-count":45,"publisher":"SAGE Publications","issue":"5","license":[{"start":{"date-parts":[[2024,11,10]],"date-time":"2024-11-10T00:00:00Z","timestamp":1731196800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"},{"start":{"date-parts":[[2024,11,10]],"date-time":"2024-11-10T00:00:00Z","timestamp":1731196800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"funder":[{"name":"Research Partnership Program","award":["RPP-2021-0010"],"award-info":[{"award-number":["RPP-2021-0010"]}]}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2025,9]]},"abstract":"<jats:p>\n                    We examined whether a Phonics + Set for Variability (S\n                    <jats:italic toggle=\"yes\">f<\/jats:italic>\n                    V) reading intervention would lead to better irregular word reading compared to Phonics + Morphology within a cluster randomized control trial (RCT) design with a follow-up measurement. The participants were 273 Grades 2 and 3 students with reading difficulties (139 in the Phonics + S\n                    <jats:italic toggle=\"yes\">f<\/jats:italic>\n                    V and 134 in the Phonics + Morphology) who received intervention in small groups (2\u20134 children), 4 times a week, 30 minutes each time, for 15 weeks. All participants were from schools in Alberta, Canada. Results of hierarchical linear modeling showed that there was a significant effect of intervention on all reading outcomes (e.g., from pre- to posttest the effect sizes for Phonics + S\n                    <jats:italic toggle=\"yes\">f<\/jats:italic>\n                    V ranged from\n                    <jats:italic toggle=\"yes\">g<\/jats:italic>\n                    = 0.74 to 1.54 and for Phonics + Morphology from\n                    <jats:italic toggle=\"yes\">g<\/jats:italic>\n                    = 0.75 to 1.49). Unexpectedly, there were no differences between the intervention conditions in any of the outcome variables, including irregular word reading and morphological awareness that the interventions partly focused on.\n                  <\/jats:p>","DOI":"10.1177\/00222194241297058","type":"journal-article","created":{"date-parts":[[2024,11,11]],"date-time":"2024-11-11T00:31:11Z","timestamp":1731285071000},"page":"374-389","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":6,"title":["Efficacy of Small-Group Reading Intervention for Grades 2 and 3 Children With Reading Difficulties: A Cluster Randomized Controlled Trial"],"prefix":"10.1177","volume":"58","author":[{"given":"Kristy","family":"Dunn","sequence":"first","affiliation":[{"name":"University of Alberta, Edmonton, Canada"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-9081-992X","authenticated-orcid":false,"given":"George K.","family":"Georgiou","sequence":"additional","affiliation":[{"name":"University of Alberta, Edmonton, Canada"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Robert","family":"Savage","sequence":"additional","affiliation":[{"name":"York University, Toronto, Ontario, Canada"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Rauno","family":"Parrila","sequence":"additional","affiliation":[{"name":"Australian Catholic University, Sydney, New South Wales, Australia"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[2024,11,10]]},"reference":[{"key":"e_1_3_5_2_1","unstructured":"Bowers P. 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