Effective Intervention for Adolescents with Reading Disabilities: Combining Reading and Motivational Remediation to Improve Outcomes

Autor/inn/en	Lovett, Maureen W.; Frijters, Jan C.; Steinbach, Karen A.; Sevcik, Rose A.; Morris, Robin D.
Titel	Effective Intervention for Adolescents with Reading Disabilities: Combining Reading and Motivational Remediation to Improve Outcomes
Quelle	In: Journal of Educational Psychology, 113 (2021) 4, S.656-689 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lovett, Maureen W.) ORCID (Frijters, Jan C.) ORCID (Steinbach, Karen A.) ORCID (Sevcik, Rose A.) ORCID (Morris, Robin D.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000639
Schlagwörter	Early Adolescents; Grade 6; Grade 7; Grade 8; Reading Difficulties; Intervention; Program Effectiveness; Reading Comprehension; Reading Fluency; Remedial Instruction; Reading Skills; Middle School Students; Decoding (Reading); Foreign Countries; Reading Programs; Word Recognition; Phonological Awareness; Spelling; Phoneme Grapheme Correspondence; Student Motivation; Naming; Georgia (Atlanta); Canada (Toronto); Wechsler Abbreviated Scale of Intelligence; Woodcock Johnson Tests of Achievement; Test of Word Reading Efficiency + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Reading difficulty; Leseschwierigkeit; Leseverstehen; Förderkurs; Reading skill; Lesefertigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Dekodierung; Ausland; Worterkennung; Schreibweise; Schulische Motivation
Abstract	Adolescents with reading disability (RD) participated in a randomized controlled trial evaluating the efficacy of a multiple-component reading intervention with motivational components (PHAST). A total of 514 youth in 6th, 7th, and 8th grade formed instructional groups (4-8) that were randomly assigned to one of three conditions--one of two PHAST interventions (additional comprehension or fluency training) or a remedial reading control condition. Intervention occurred in participants' schools, 40-60 min daily, 3-5x/week, for 100-125 hr total. Over four outcome assessments, multilevel growth models evaluated intervention/control differences in growth over time, and post-intervention effect sizes. The two PHAST interventions were associated with equivalent positive outcomes, and their data combined. PHAST participants out-performed Control participants on 8 of 16 outcomes, demonstrating greater growth on standardized and experimental reading and spelling outcomes. PHAST-instructed students demonstrated higher sense of reading competence, and increased attributions of reading success to their own abilities. Intervention effect sizes (Hedge's "g") comparing PHAST versus Control growth were larger for foundational reading skills (0.78 for nonword decoding, 0.56 for word identification) than for reading comprehension (0.36 for passage comprehension), for which effects were more equivocal. An effect size of 0.61 was obtained for sense of reading competence. A year later, the PHAST participants demonstrated continued improvement on later-developing reading skills like word reading efficiency, reading fluency, and reading comprehension. Intensive reading intervention in middle school can produce gains on multiple dimensions of reading skill and motivation and foster continuing growth of higher-order reading skills. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01