The relative effects of group size on reading progress of older students with reading difficulties |
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| Authors: | Vaughn Sharon Wanzek Jeanne Wexler Jade Barth Amy Cirino Paul T Fletcher Jack Romain Melissa Denton Carolyn A Roberts Greg Francis David |
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| Institution: | (1) The University of Texas at Austin, 1 University Station, D4900, Austin, TX 78712-0365, USA;(2) Florida State University, P.O. Box 306-4304, Tallahassee, FL 32306, USA;(3) Texas Medical Center Annex, University of Houston, 2151 W. Holcombe Blvd., Suite 222, Houston, TX 77204-5053, USA;(4) Texas Medical Center Annex, University of Houston, 2151 W. Holcombe Blvd., Suite 226, Houston, TX 77204-5053, USA;(5) The University of Texas Health Science Center Houston, 7000 Fannin, UCT Suite 2443, Houston, TX 77030, USA;(6) Texas Institute for Measurement, Evaluation, and Statistics, University of Houston, 100 TLCC Annex, Houston, TX 77204-6022, USA |
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| Abstract: | This study reports findings on the relative effects from a yearlong secondary intervention contrasting large-group, small-group,
and school-provided interventions emphasizing word study, vocabulary development, fluency, and comprehension with seventh-
and eighth-graders with reading difficulties. Findings indicate that few statistically significant results or clinically significant
gains were associated with group size or intervention. Findings also indicate that a significant acceleration of reading outcomes
for seventh- and eighth-graders from high-poverty schools is unlikely to result from a 50 min daily class. Instead, the findings
indicate, achieving this outcome will require more comprehensive models including more extensive intervention (e.g., more
time, even smaller groups), interventions that are longer in duration (multiple years), and interventions that vary in emphasis
based on specific students’ needs (e.g., increased focus on comprehension or word study). |
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