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J Learn Disabil. 2012 Mar-Apr;45(2):99-127. doi: 10.1177/0022219409355472. Epub 2010 May 5.

Multiple-component remediation for developmental reading disabilities: IQ, socioeconomic status, and race as factors in remedial outcome.

Author information

1
Georgia State University, Atlanta, USA.
2
The Hospital for Sick Children, University of Toronto, Ontario, Canada mwl@sickkids.ca.
3
Tufts University, Medford, MA, USA.
4
The Hospital for Sick Children, University of Toronto, Ontario, Canada.
5
Brock University, St. Catharines, Ontario, Canada.

Abstract

Results from a controlled evaluation of remedial reading interventions are reported: 279 young disabled readers were randomly assigned to a program according to a 2 × 2 × 2 factorial design (IQ, socioeconomic status [SES], and race). The effectiveness of two multiple-component intervention programs for children with reading disabilities (PHAB + RAVE-O; PHAB + WIST) was evaluated against alternate (CSS, MATH) and phonological control programs. Interventions were taught an hour daily for 70 days on a 1:4 ratio at three different sites. Multiple-component programs showed significant improvements relative to control programs on all basic reading skills after 70 hours and at 1-year follow-up. Equivalent gains were observed for different racial, SES, and IQ groups. These factors did not systematically interact with program. Differential outcomes for word identification, fluency, comprehension, and vocabulary were found between the multidimensional programs, although equivalent long-term outcomes and equal continued growth confirmed that different pathways exist to effective reading remediation.

KEYWORDS:

dyslexia; intervention; reading; response to intervention; treatment

PMID:
20445204
DOI:
10.1177/0022219409355472
[Indexed for MEDLINE]

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