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Reading Gains and Gaps: Students with Reading Difficulties’ Response to an Open Educational Reading Intervention [dataset] Open Access

This study examined the reading outcomes associated with a 10-week, multicomponent reading intervention designed for Year 4 and 5 students with persistent reading difficulties. Developed using principles from the science of reading and aligned with current recommendations, the program integrated decoding, fluency, vocabulary, and comprehension strategy instruction. Five students participated in a single-case AB design study. Visual analyses of data suggested that all students’ oral reading fluency scores were generally higher during the intervention phase, although gains varied according to baseline reading profiles. Students with higher initial fluency tended to show larger increases and some maintenance at follow-up, whereas students with the lowest baseline skills displayed more limited changes. Social validity ratings suggested high acceptability among students and teachers. The observed patterns point to the potential value of open educational reading interventions grounded in established evidence-based instructional components, while highlighting the need for differentiated intensity to better support students with more severe reading difficulties. 

Descriptions

Resource type

Dataset

Contributors

Creator: Daniel, Johny ¹

¹ Durham University, UK

Funder

Research methods

Other description

Keyword

Reading
Dyslexia
Learning difficulties
Intervention

Subject

Intervention
Reading--Research
Dyslexic children

Location

United Kingdom

Language

English

Cited in

Identifier

ark:/32150/r2zp38wc72w
doi:10.15128/r2zp38wc72w

Rights

Creative Commons Attribution 4.0 International (CC BY)

Publisher

Durham University

Date Created

File Details

Depositor

J.R. Daniel

Date Uploaded

29 October 2025, 09:10:36

Date Modified

23 April 2026, 13:04:03

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File size: 13053

Last modified: 2025:10:29 09:35:41+00:00

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