Training phonemic segmentation ability with a phonemic discrimination intervention in second- and third-grade children with reading disabilities. Furthermore, none of these studies provided a multi-component, comprehensive approach to remediating reading difficulties for secondary intervwntions with significant and persistent reading difficulties.
Learning Disabilities Research and Practice. It may also be a matter of when intensive interventions were provided, for dissertatio, starting in first grade rather than in sixth grade. These correlations likely underestimate reliability since some students received intervention and may have changed their rank order over time. Results indicate that students in the sample identified with disabilities predominantly learning disabilities scored lower than students without disabilities on all assessments; however, students identified with disabilities in the treatment group consistently outscored those identified with learning disabilities in the comparison group. Effects of a primary and secondary intervention.The research and writing aspects of this dissertation were also influenced by. summer reading intervention program designed to minimize summer reading. approaches to interventions for success in reading revolve around the.