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Reading & Writing Quarterly
Overcoming Learning Difficulties
Volume 35, 2019 - Issue 3
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Articles

Retention of Reading Intervention Effects From Fourth to Fifth Grade for Students With Reading Difficulties

Jeanne WanzekVanderbilt University, Nashville, Tennessee, USA; Correspondence[email protected]
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Yaacov PetscherFlorida State University, Tallahassee, Florida, USA; View further author information
,
Stephanie Al OtaibaSouthern Methodist University, Dallas, Texas, USAView further author information
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Rachel E. DoneganVanderbilt University, Nashville, Tennessee, USA; View further author information
Pages 277-288 | Published online: 05 Feb 2019

Citations (6)

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Read on this site (1)

Bethanie C. Pletcher, Phyllis Robertson & Krystal Watson. (2022) Engaging preservice teachers in interdisciplinary collaboration and intervention in a reading clinic setting. Preventing School Failure: Alternative Education for Children and Youth 0:0, pages 1-15.
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Articles from other publishers (5)

Sharon Vaughn, Amie E. Grills, Philip Capin, Greg Roberts, Anna-Mária Fall & Johny Daniel. (2021) Examining the Effects of Integrating Anxiety Management Instruction Within a Reading Intervention for Upper Elementary Students With Reading Difficulties. Journal of Learning Disabilities 55:5, pages 408-426.
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Susan B. Porter, Timothy N. Odegard, Melissa McMahan & Emily A. Farris. (2021) Characterizing the knowledge of educators across the tiers of instructional support. Annals of Dyslexia 72:1, pages 79-96.
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Amanda J. Neitzel, Cynthia Lake, Marta Pellegrini & Robert E. Slavin. (2021) A Synthesis of Quantitative Research on Programs for Struggling Readers in Elementary Schools. Reading Research Quarterly 57:1, pages 149-179.
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Jason R. Parkin. (2021) The Simple Views of Reading and Writing: Frameworks for Interpretation of the Woodcock–Johnson IV. Journal of Psychoeducational Assessment 39:7, pages 832-847.
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Ethan R. Van Norman, Peter M. Nelson & David A. Klingbeil. (2020) Profiles of reading performance after exiting Tier 2 intervention. Psychology in the Schools 57:5, pages 757-767.
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