However although the authors say that "the first section provides a brief overview of research on learning difficulties in the middle-school years" (p. 222), the discussion of the research itself could have been more in-depth, beyond only mentioning a general conclusion of the findings by only a few researchers, with perhaps more recent research studies beyond 2005. Useful strategies derived from a meta-analysis done in 1999 for improving reading comprehension were provided. Two important skills were identified as common factors in learning difficulties and these were related to reading problems -- working memory and automaticity. The Quick Smart program was described. There were many assessment strategies incorporated into the program. The computer assisted component of the program carried out assessments at the beginning, middle and end of the study, and there were also brief assessments on a particular sub-test at the end of some of the lessons. Other assessments were included- a standardized test of reading comprehension...

The program itself also included on-going assessment by many of the activities in the program, for example worksheets. Therefore the importance of assessment is addressed in more than one way.
The sample seemed small- only forty seven children from the school population of 650. However the study targeted the Year 7 students who had not been doing well on the English and Literacy tests.

Simple statistical tests were presented, not the full details of the analysis. This was enough to highlight the significant improvement in the students' performance. Despite the effectiveness of the program, the authors do point out some of the limitations-that the work is not easy and the financial resources to carry out the program in a school.

Reference

Graham, L., Pegg, J. And Alder, L. (2007) Improving the reading achievement of middle -years students with learning difficulties. Australian Journal of Language and Literacy. 30 (3): 221-234.