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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 7 of 7 1 Examining the Reading and Cognitive Profiles of Students With Significant Reading Comprehension Difficulties Capin, Philip; Cho, Eunsoo; Miciak, Jeremy... In: Learn Disabil Q (2021) BASE Show details 2 Problem Behaviors and Response to Reading Intervention for Upper Elementary Students With Reading Difficulties Roberts, Garrett J.; Vaughn, Sharon; Roberts, Greg... In: Remedial Spec Educ (2019) BASE Show details 3 Executive function: association with multiple reading skills [<Journal>] Cirino, Paul T. [Verfasser]; Miciak, Jeremy [Verfasser]; Ahmed, Yusra [Verfasser]. DNB Subject Category Language Show details 4 Executive Function: Association with Multiple Reading Skills Cirino, Paul T.; Miciak, Jeremy; Ahmed, Yusra... In: Read Writ (2018) BASE Show details 5 Examining the Effects of Afterschool Reading Interventions for Upper Elementary Struggling Readers Roberts, Garrett J.; Capin, Philip; Roberts, Greg. - 2018 BASE Show details 6 Effects From a Randomized Control Trial Comparing Researcher and School-Implemented Treatments With Fourth Graders With Significant Reading Difficulties Vaughn, Sharon; Solís, Michael; Miciak, Jeremy; Taylor, W. Pat; Fletcher, Jack M.. - 2016 Abstract: This study examined the effectiveness of a researcher-provided intervention with 4th-graders with significant reading difficulties. The intervention emphasized multi-syllable word reading, fluent reading of high frequency words and phrases, vocabulary, and comprehension. To identify the participants, 1,695 fourth grade students were screened using the Gates MacGinitie Reading Test, and those whose standard score was 85 or lower were included in the study (N=485). Participants were randomly assigned (2:1) to receive either researcher-provided intervention (n=324) or intervention provided by school personnel (business as usual, BAU) (n=161). Findings revealed no statistically significant differences between students in the researcher-provided intervention and BAU groups. Using effect sizes as an indicator of impact, students in the researcher implemented treatment generally outperformed students in the school implemented treatment (BAU). Examining growth in standard scores, both groups made significant gains in reading outcomes with standard score growth from pretest to posttest of 3 standard score points on decoding, 5 on fluency,, and 2.0 to 7 standard score points on reading comprehension measures. Keyword: Article URL: https://doi.org/10.1080/19345747.2015.1126386 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5421628/ BASE Hide details 7 Cognitive Attributes, Attention, and Self-Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading Intervention Cho, Eunsoo; Roberts, Garrett J.; Capin, Philip. - 2015 BASE Show details

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