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This study examined the effectiveness of a two-year, researcher-provided intervention with 4th and 5th 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 in year one of the study, 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 (1💯1) to receive either two years of researcher-provided treatment (n=162), one year of researcher-provided treatment (n=162), or treatment provided by school personnel (n=161). Following the first year of the study, findings revealed that students in the researcher implemented treatment made statistically significant gains in spelling compared with students in the comparison condition, with all groups making significant gains in reading outcomes with standard score growth from pretest to posttest of 1.7 and 7 standard score points on reading comprehension measures, 14 standard score points on spelling, and from 3-7 standard score points on word reading. Regardless of condition, students made accelerated gains across reading measures.


Roberts, G. (October, 2015). Effects from a randomized control trial comparing researcher and school implemented treatments with fourth graders with significant reading difficulties. Presented at the International Dyslexia Association Reading, Literacy, and Learning Conference.

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