Examining the Effects of Afterschool Reading Interventions for Upper Elementary Struggling Readers

Autor/inn/en	Roberts, Garrett J.; Capin, Philip; Roberts, Greg; Miciak, Jeremy; Quinn, Jamie M.; Vaughn, Sharon
Titel	Examining the Effects of Afterschool Reading Interventions for Upper Elementary Struggling Readers
Quelle	In: Remedial and Special Education, 39 (2018) 3, S.131-143 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932517750818
Schlagwörter	Instructional Effectiveness; After School Education; Remedial Reading; Intervention; Elementary School Students; Reading Difficulties; Reading Instruction; Reading Tests; Silent Reading; Reading Comprehension; Comparative Analysis; Computer Assisted Instruction; Small Group Instruction; Tutoring; Pretests Posttests; Student Attrition; Attendance; Outcomes of Education; Factor Analysis; Cloze Procedure; Statistical Analysis; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Unterrichtserfolg; After-school programs; After school programs; Out of school education; Out-of-school education; Außerschulische Jugendbildung; Leseförderung; Reading difficulty; Leseschwierigkeit; Leseunterricht; Lesetest; Stilles Lesen; Leseverstehen; Computer based training; Computerunterstützter Unterricht; Förderkonzept; Nachhilfeunterricht; Schülerbeurlaubung; Anwesenheit; Lernleistung; Schulerfolg; Faktorenanalyse; Lückentext; Statistische Analyse
Abstract	We examined the efficacy of an afterschool multicomponent reading intervention for third- through fifth-grade students with reading difficulties. A total of 419 students were identified for participation based on a 90 standard score or below on a screening measure of the Test of Silent Reading Efficiency and Comprehension. Participating students were randomly assigned to a business as usual comparison condition or one of two reading treatments. All treatment students received 30 min of computer-based instruction plus 30 min of small-group tutoring for four to five times per week. No statistically significant reading comprehension posttest group differences were identified (p > 0.05). The limitations of this study included high attrition and absenteeism. These findings extend those from a small sample of experimental studies examining afterschool reading interventions and provide initial evidence that more instruction, after school, may not yield the desired outcome of improved comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01