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| Autor/inn/en | Young, Chase; Durham, Patricia; Rosenbaum-Martinez, Crystal |
|---|---|
| Titel | A Stacked Approach to Reading Intervention: Increasing 2nd- and 3rd-Graders' Independent Reading Levels with an Intervention Program |
| Quelle | In: Journal of Research in Childhood Education, 32 (2018) 2, S.181-189 (9 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Young, Chase) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0256-8543 |
| DOI | 10.1080/02568543.2017.1418771 |
| Schlagwörter | Reading Programs; Intervention; Independent Reading; Grade 2; Grade 3; Control Groups; Experimental Groups; Reading Difficulties; Effect Size; Achievement Gains; Reading Fluency; Reading Instruction; Pretests Posttests; Reading Improvement; Statistical Analysis; Texas |
| Abstract | Fifty 2nd- and 3rd-grade students identified as experiencing difficulty reading were randomly assigned to experimental and control groups. In the experimental group, students received a reading intervention called Read Two Impress for a total of 360 min. Students in the control continued to receive regular instruction from their teacher. A 2 × 3 repeated measure analysis of variance revealed significant main effects, and a post hoc analysis of mean difference effects size showed that students who received the intervention experienced a medium effect (d = 0.71) on their independent reading levels, whereas the control group experienced a small effect (d = 0.40). Both groups showed a slight decrease 2 months after the completion of the study. Implications for instruction are also discussed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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