Multiple-component remediation for developmental reading disabilities: IQ, socioeconomic status, and race as factors in remedial outcome.
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.
Morris
Robin D
RD
Georgia State University, Atlanta, USA.
Lovett
Maureen W
MW
The Hospital for Sick Children, University of Toronto, Ontario, Canada mwl@sickkids.ca.
Wolf
Maryanne
M
Tufts University, Medford, MA, USA.
Sevcik
Rose A
RA
Georgia State University, Atlanta, USA.
Steinbach
Karen A
KA
The Hospital for Sick Children, University of Toronto, Ontario, Canada.
Frijters
Jan C
JC
Brock University, St. Catharines, Ontario, Canada.
Shapiro
Marla B
MB
Georgia State University, Atlanta, USA.
D002648:Child; D004410:Dyslexia / Q000628:therapy*; D004521:Educational Measurement; D005260:Female; D006801:Humans; D007360:Intelligence / Q000502:physiology*; D007807:Language Tests; D008297:Male; D044469:Racial Groups / Q000523:psychology*; D012073:Remedial Teaching / Q000379:methods*; D012923:Social Class; D016896:Treatment Outcome
J Cogn Neurosci. 2003 Oct 1;15(7):1052-62
14614815
J Learn Disabil. 2000 Sep-Oct;33(5):458-76
15495548
J Learn Disabil. 2007 Mar-Apr;40(2):111-20
17380986
Brain Lang. 1989 Jul;37(1):90-121
2752277
J Learn Disabil. 2000 Jul-Aug;33(4):322-4
15493094
J Learn Disabil. 1997 Nov-Dec;30(6):578-88
9364895
J Learn Disabil. 2001 Jan-Feb;34(1):33-58, 78
15497271
Dev Psychol. 1997 May;33(3):468-79
9149925
Assessment. 2002 Jun;9(2):145-55
12066829
Mem Cognit. 2003 Sep;31(6):856-66
14651294
Annu Rev Psychol. 2008;59:451-75
18154503
J Learn Disabil. 2008 Jan-Feb;41(1):47-66
18274503
J Learn Disabil. 2000 May-Jun;33(3):223-38
15505962
Dyslexia. 2001 Jul-Sep;7(3):125-49
11765981
Int J Lang Commun Disord. 1999 Apr-Jun;34(2):135-50
15587010
Proc Natl Acad Sci U S A. 2005 Jun 14;102(24):8781-5
15939871
Pediatrics. 1999 Dec;104(6):1351-9
10585988
J Learn Disabil. 2000 Jul-Aug;33(4):375-86
15493098
Psychol Sci. 2001 Nov;2(2 Suppl):31-74
11878018
Brain Lang. 1992 Apr;42(3):219-47
1606485
Brain Lang. 1986 May;28(1):154-68
3719295
J Exp Child Psychol. 1997 Mar;64(3):343-66
9073377
Ann Dyslexia. 1985 Jan;35(1):67-96
24243410
J Learn Disabil. 2003 Jan-Feb;36(1):24-33
15490889
J Learn Disabil. 2002 May-Jun;35(3):245-56
15493321