This randomized trial with repeated measures investigated the efficacy of a literacy intervention for low-performing readers in a juvenile corrections setting over a 31-month period. Students were randomly assigned to treatment or treatment-as-usual conditions. This article examines treatment effects using curriculum-based measures of comprehension, oral reading fluency, and spelling and standardized diagnostic reading and language assessments. Significant differences in favor of the treatment group were found with reading comprehension and language. Findings are discussed in the context of literacy instruction for male students in small long-term juvenile correctional facilities.
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