Intensive Reading Remediation in Grade 2 or 3: Are There Effects a Decade Later?

Autor/inn/en	Blachman, Benita A.; Schatschneider, Christopher; Fletcher, Jack M.; Murray, Maria S.; Munger, Kristen A.; Vaughn, Michael G.
Titel	Intensive Reading Remediation in Grade 2 or 3: Are There Effects a Decade Later?
Quelle	In: Journal of Educational Psychology, 106 (2014) 1, S.46-57 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0033663
Schlagwörter	Grade 2; Grade 3; Remedial Reading; Sustainability; Early Intervention; Experimental Groups; Control Groups; Effect Size; Statistical Significance; Followup Studies; Reading Difficulties; Reading Achievement; Tutoring; Gender Differences; Reading Tests; Pretests Posttests; Achievement Tests; New York; Gray Oral Reading Test; Peabody Picture Vocabulary Test; Wechsler Adult Intelligence Scale; Wechsler Intelligence Scale for Children; Wide Range Achievement Test; Woodcock Johnson Tests of Achievement; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Leseförderung; Nachhaltigkeit; Follow-up studies; Kontaktstudium; Reading difficulty; Leseschwierigkeit; Leseleistung; Förderkonzept; Nachhilfeunterricht; Geschlechterkonflikt; Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Despite data supporting the benefits of early reading interventions, there has been little evaluation of the long-term educational impact of these interventions, with most follow-up studies lasting less than 2 years (Suggate, 2010). This study evaluated reading outcomes more than a decade after the completion of an 8-month reading intervention using a randomized design with 2nd and 3rd graders selected on the basis of poor word-level skills (Blachman et al., 2004). Fifty-eight (84%) of the original 69 participants took part in the study. The treatment group demonstrated a moderate to small effect size advantage on reading and spelling measures over the comparison group. There were statistically significant differences with moderate effect sizes between treatment and comparison groups on standardized measures of word recognition (i.e., Woodcock Basic Skills Cluster, d = 0.53; Woodcock Word Identification, d = 0.62), the primary, but not exclusive, focus of the intervention. Statistical tests on other reading and spelling measures did not reach thresholds for statistical significance. Patterns in the data related to other educational outcomes, such as high school completion, favored the treatment participants, although differences were not significant. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01