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Journal of Learning Disabilities, Vol. 38, No. 4, 364-380 (2005)
DOI: 10.1177/00222194050380041401
© 2005 Hammill Institute on Disabilities

Relative Effectiveness of Reading Practice or Word-Level Instruction in Supplemental Tutoring

How Text Matters

Patricia F. Vadasy

Washington Research Institute, pvadasy{at}wri-edu.org

Elizabeth A. Sanders

Washington Research Institute

Julia A. Peyton

University of Oregon

In this quasi-experimental study, which is part of a series of investigations on supplemental reading tutoring variations, the relative effectiveness of more intense decoding instruction or text reading practice was examined. Fifty-seven first-grade students scoring in the lowest quartile for reading skills received either classroom reading instruction or one of two treatments: tutoring in word study with text reading practice, or word study tutoring alone. Individual instruction was provided by trained paraprofessional tutors. At the end of first grade, treatment students significantly outperformed their nontutored peers on measures of reading accuracy, reading comprehension, reading efficiency, passage reading fluency, and spelling. Differential treatment effects on passage reading fluency are examined, taking into consideration pretest skill levels and text reading practice characteristics.


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