Title: Efficacy of a Word- and Text-Based Intervention for Students With Significant Reading Difficulties.
Method: Participants were 4th and 5th grade students, assigned randomly to treatment (n=141) and control group (n=139). They received an average of 68 sessions of 30 to 45 minutes (mean 44.4, SD=11.2) of small group tutoring (word reading and reading comprehension).
Results: Treatment students performed statistically significantly higher than BAU students on a word reading measure (effect size [ES] = 0. 58) and a measure of reading fluency (ES = 0.46). Though not statistically significant, effect sizes for students in the treatment condition were consistently higher than BAU students for decoding measures (ES = 0.06, 0.08), and mixed for comprehension (ES = -0.02, 0.14).
Conclusion: A total of 50 hours therapy delivered significant results.
Reference: Vaughn, S., Roberts, G. J., Miciak, J., Taylor, P., & Fletcher, J. M. (2019). Efficacy of a Word- and Text-Based Intervention for Students With Significant Reading Difficulties. Journal of Learning Disabilities, 52(1), 31–44. https://pubmed.ncbi.nlm.nih.gov/29792081/