Intensive reading remediation in grade 2 or 3: Are there effects a decade later?

Benita A. Blachman, Christopher Schatschneider, Jack M. Fletcher, Maria S. Murray, Kristen A. Munger, Michael G. Vaughn

Research output: Contribution to journalArticlepeer-review

55 Scopus citations


Despite data supporting the benefits of early reading interventions, there has been little evaluation of the long-term educational impact of these interventions, with most follow-up studies lasting less than 2 years (Suggate, 2010). This study evaluated reading outcomes more than a decade after the completion of an 8-month reading intervention using a randomized design with 2nd and 3rd graders selected on the basis of poor word-level skills (Blachman et al., 2004). Fifty-eight (84%) of the original 69 participants took part in the study. The treatment group demonstrated a moderate to small effect size advantage on reading and spelling measures over the comparison group. There were statistically significant differences with moderate effect sizes between treatment and comparison groups on standardized measures of word recognition (i.e., Woodcock Basic Skills Cluster, d = 0.53; Woodcock Word Identification, d = 0.62), the primary, but not exclusive, focus of the intervention. Statistical tests on other reading and spelling measures did not reach thresholds for statistical significance. Patterns in the data related to other educational outcomes, such as high school completion, favored the treatment participants, although differences were not significant.

Original languageEnglish (US)
Pages (from-to)46-57
Number of pages12
JournalJournal of Educational Psychology
Issue number1
StatePublished - Feb 2014


  • Longitudinal effects
  • Reading difficulties
  • Reading intervention
  • Remediation

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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