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dc.contributor.authorWright, Craig
dc.contributor.authorConlon, Elizabeth
dc.contributor.authorWright, Michalle
dc.date.accessioned2017-05-03T12:42:30Z
dc.date.available2017-05-03T12:42:30Z
dc.date.issued2012
dc.date.modified2013-06-05T23:05:18Z
dc.identifier.issn1030-0112
dc.identifier.doi10.1017/jse.2012.12
dc.identifier.urihttp://hdl.handle.net/10072/50562
dc.description.abstractUsing a case-series design with double baseline and 10-week maintenance phase, 5 struggling readers from middle- to high-income families (age range 6.4-7.9 years) completed a 5-times-weekly intervention (96 sessions) administered by a parent. All participants completed the intervention with phonological decoding, text-reading accuracy and reading comprehension scores above the 30th percentile. Regular-word reading improved significantly, and 3 out of 5 participants achieved average levels at postintervention testing. Growth of 0.58 standard deviations (SD) was seen in one participant on a test of irregular-word reading. The other 4 participants made growth of > 0.8 SD. However, only 1 participant achieved average levels at postintervention testing on the irregular-word reading measure. Results provide preliminary support for the effectiveness of the intervention in improving word-level decoding and comprehension in struggling readers. Most important, the data provide preliminary evidence that some parents can function as paraprofessionals and provide effective reading intervention for struggling readers. Special education professionals may be able to work around limited funding for struggling readers by recruiting, training, and supervising parents.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoen_US
dc.publisherCambridge University Press
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom134
dc.relation.ispartofpageto154
dc.relation.ispartofissue2
dc.relation.ispartofjournalAustralasian Journal of Special Education
dc.relation.ispartofvolume36
dc.rights.retentionY
dc.subject.fieldofresearchEducational Psychology
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchOther Education
dc.subject.fieldofresearchCognitive Sciences
dc.subject.fieldofresearchcode170103
dc.subject.fieldofresearchcode1303
dc.subject.fieldofresearchcode1399
dc.subject.fieldofresearchcode1702
dc.titleThe Understanding Words reading intervention: Evidence from a case series design
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyGriffith Health, School of Applied Psychology
gro.date.issued2012
gro.hasfulltextNo Full Text
gro.griffith.authorConlon, Elizabeth G.
gro.griffith.authorWright, Craig M.


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