A Pilot Study Examining Elements to Improve Generalized Word Reading Skills for Students With Significant Word Reading Difficulties.
Clemens NH; Boucher AN; Vaughn S; Barnes MA; Roberts G; Fall AM; Miller JE; Scammacca N · 2026 · Journal of learning disabilities
WASTE classifies this as Negative / Null Result Report · AI classification, approximate
The study found no significant effect — useful as a negative control or null benchmark for your own design.
Abstract (excerpt)
Students in grades 2 through 4 with significant word reading difficulties were randomly assigned to one of two 10-week interventions. In the Dual Treatment condition, decoding instruction emphasized regularity in spelling-sound…
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Metadata source: Europe PMC · DOI 10.1177/00222194261417589