Christina Clay
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ARTICLE REVIEW: QUANTITATIVE ASSIGNMENT
In reviewing the Effects From a Randomized Control Trial Comparing Researcher and School
Implemented Treatments with Fourth Graders with Significant Reading Difficulties Vaughn et
al. (2016, p. 23) the purpose of this study was “the purpose of the study was to implement
randomized control trial to evaluate the outcomes of a comprehensive, researcher-provided
intervention, contrasted with school-implemented-intervention, for students with significant
reading difficulties in Grade 4” (Vaughn et al.,2016 p. 30) The Participants in this study were
from one large urban district that consisted of eight elementary schools and two districts that
were near urban schools with a total of 9 school in that district. A total of 17 elementary
schools in the South West United States. If the schools were academically acceptable and their
schedule permitted a 35-minute intervention period, then they were invited to this study. “The
mean enrollment of the 17 schools were 697 students (range 425-1,140 students).” Vaughn et
al. (2016, p. 26). In this experimental study Vaughn et.al did an overall intervention that lasted
35 minutes five days a week for 16 weeks. The lessons were in Social studies because it allowed
them to use bothe expository and narritve texts. The lessons were broken down into three
different areas, Vocabulary, Text-based reading and Word study. The vocabulary instruction
was in 9 out of 10 of the lessons for 3 to 10 minutes each day. In each lesson there were six
vocabulary words that were reated to the key concepts in the social study unit that wre taught.
In the Text-based reading portion of the lesson students were to read two tyoes of text. The
first being Stretch-text, this is where thw texts are on grade leve; not on reading level. This
occurred for 15–20 mins from lessons four through seven. During this part of the lesson
students would read the stretch-text and then students were asked to stop every 3 to 4
paragraohs and asked to explain in their own words the meaning if what they just read. The
second part to the text based reading was the fluency text instruction occurred for 15–20
minutes during lessons one through three and lessons eight and nine. The fluency-text passages