Examining the Average and Local Effects of a Standardized Treatment for Fourth Graders with Reading Difficulties

Autor/inn/en	Wanzek, Jeanne; Petscher, Yaacov; Al Otaiba, Stephanie; Kent, Shawn C.; Schatschneider, Christopher; Haynes, Martha; Rivas, Brenna K.; Jones, Francesca G.
Titel	Examining the Average and Local Effects of a Standardized Treatment for Fourth Graders with Reading Difficulties
Quelle	In: Journal of Research on Educational Effectiveness, 9 (2016), S.45-66 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2015.1116032
Schlagwörter	Grade 4; Reading Difficulties; Intervention; Randomized Controlled Trials; Reading Ability; Reading Comprehension; Reading Instruction; Elementary School Students; Reading Tests; Correlation; Control Groups; Experimental Groups; Pretests Posttests; Statistical Analysis; Comparative Analysis; Reading Fluency; Sight Method; Achievement Tests; Emergent Literacy; Reading Skills; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Gates MacGinitie Reading Tests; Kaufman Test of Educational Achievement; Wechsler Individual Achievement Test; Woodcock Johnson Tests of Achievement; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Reading difficulty; Leseschwierigkeit; Reading competence; Lesekompetenz; Leseverstehen; Leseunterricht; Lesetest; Korrelation; Statistische Analyse; Look-and-say method; Ganzheitsmethode; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Frühleseunterricht; Reading skill; Lesefertigkeit; Schulleistung; WIAT; Eignungsprüfung; Eignungstest
Abstract	The present study used a randomized control trial to examine the effects of a widely used multicomponent Tier 2-type intervention, Passport to Literacy, on the reading ability of 221 fourth graders who initially scored at or below the 30th percentile in reading comprehension. Intervention was provided by research staff to groups of 4-7 students for 30 min, 4 days a week throughout the school year (M = 90.45 lessons). Tier 1 instruction was observed to be of generally high quality and intervention fidelity was strong. Findings revealed small, average effects (ES = -0.14-0.28) in favor of intervention students on standardized measures of comprehension, but no effects on word reading or fluency measures. Exploratory analyses indicated that intervention effects may differ by students' comprehension abilities. Implications for intervention implementation and directions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01