%0 Journal Article
%T Examining the Effects of Afterschool Reading Interventions for Upper Elementary Struggling Readers
%A Garrett J. Roberts
%A Greg Roberts
%A Jamie M. Quinn
%A Jeremy Miciak
%A Philip Capin
%A Sharon Vaughn
%J Remedial and Special Education
%@ 1538-4756
%D 2018
%R 10.1177/0741932517750818
%X We examined the efficacy of an afterschool multicomponent reading intervention for third- through fifth-grade students with reading difficulties. A total of 419 students were identified for participation based on a 90 standard score or below on a screening measure of the Test of Silent Reading Efficiency and Comprehension. Participating students were randomly assigned to a business as usual comparison condition or one of two reading treatments. All treatment students received 30 min of computer-based instruction plus 30 min of small-group tutoring for four to five times per week. No statistically significant reading comprehension posttest group differences were identified (p > .05). The limitations of this study included high attrition and absenteeism. These findings extend those from a small sample of experimental studies examining afterschool reading interventions and provide initial evidence that more instruction, after school, may not yield the desired outcome of improved comprehension
%K learning disabilities
%K reading
%K instruction
%K literacy
%K intervention research
%U https://journals.sagepub.com/doi/full/10.1177/0741932517750818