Effects of intensive reading remediation for second and third graders and a 1-year foliow-up

Benita A. Blachman, Christopher Schatschneider, Jack M. Fletcher, David J. Francis, Sheila M. Clonan, Bennett A. Shaywitz, Sally E. Shaywitz

Research output: Contribution to journalArticlepeer-review

121 Scopus citations


Second- and 3rd-grade children with poor word-level skills were randomly assigned to 8 months of explicit instruction emphasizing the phonologic and orthographic connections in words and text-based reading or to remedial reading programs provided by the schools. At posttest, treatment children showed significantly greater gains than control children in real word and nonword reading, reading rate, passage reading, and spelling, and largely maintained gains at a 1-year follow-up. Growth curve analyses indicated significant differences in growth rate during the treatment year, but not during the follow-up year. Results indicate that research-based practices can significantly improve reading and spelling outcomes for children in remedial programs.

Original languageEnglish (US)
Pages (from-to)444-461
Number of pages18
JournalJournal of Educational Psychology
Issue number3
StatePublished - Sep 2004

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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