This meta-analysis extends previous work on extensive Tier 3 type reading interventions
(Wanzek and Vaughn School Psychology Review, 36, 541–561, 2007; Wanzek et al …

The authors examined the development of oral language and decoding skills from preschool
to early elementary school and their relation to beginning reading comprehension using a …

Researchers disagree about the value of controlling the decodability of texts for students
with reading difficulty, specifically what type of text they should read: decodable texts (words …

Although the five‐part diagnostic criteria of the Diagnostic and Statistical Manual of Mental
Disorders Fourth Edition, Text Revision (DSM‐IV‐TR) for attention‐deficit/hyperactivity …

This study reports two different experiments, as a part of a longitudinal study, that evaluated
a cognitive intervention (PREP: PASS Reading Enhancement Program) to enhance early …

There has been a long search for cognitive assessments that reveal aptitudes thought to be
useful for treatment planning. In this regard, since the 1990s, there has been some …

The efficacy of a cognitive-based remediation program was investigated with 14 English-as-
a-second-language (ESL) poor readers in Grade 4 who had significant difficulty in …

Forty-five Grade 3 students from a reservation school in Western Canada were divided into
two remedial groups and a no-risk control group. One remedial group was given a …

This study examined whether phonological and cognitive tasks correlate with beginning
reading acquisition in Hellenic populations under two different instructional approaches: a …

The study's primary contribution is a game-based cognitive intervention tool for young
learners with reading difficulties. The second contribution is the game designer's guide tool …