Abstract
Bratsch-Hines, M., Vernon-Feagans, L., Pedonti, S., & Varghese, C. (2020). Differential effects of the targeted reading intervention for students with low phonological awareness and/or vocabulary. Learning Disability Quarterly, 43(4), 214-226. https://doi.org/10.1177/0731948719858683
In the above referenced article, there is a discrepancy in the number of participants in the study, which was reduced by eight students, from n = 556 (305 treatment, 251 control) to n = 548 (301 treatment, 247 control). It also resulted in a sample reduction of two teachers, from n = 119 (67 treatment, 52 control) to n = 117 (66 treatment, 51 control). The findings described in the article remain the same.