The Effects of an Intensive Reading Intervention for Ninth Graders with Very Low Reading Comprehension

Autor/inn/en	Solís, Michael; Vaughn, Sharon; Scammacca, Nancy
Titel	The Effects of an Intensive Reading Intervention for Ninth Graders with Very Low Reading Comprehension
Quelle	In: Learning Disabilities Research & Practice, 30 (2015) 3, S.104-113 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
Schlagwörter	Reading Instruction; Intervention; Comparative Analysis; Control Groups; Experimental Groups; Reading Comprehension; Adolescents; Reading Difficulties; Grade 9; Instructional Effectiveness; Statistical Analysis; Decoding (Reading); Reading Skills; Statistical Significance; Interaction; Teaching Methods; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Leseunterricht; Leseverstehen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Reading difficulty; Leseschwierigkeit; School year 09; 9. Schuljahr; Schuljahr 09; Unterrichtserfolg; Statistische Analyse; Dekodierung; Reading skill; Lesefertigkeit; Interaktion; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This experimental study examined the efficacy of a multicomponent reading intervention compared to a control condition on the reading comprehension of adolescent students with low reading comprehension (more than 1½ standard deviations below normative sample). Ninth-grade students were randomly assigned to treatment (n = 25) and comparison (n = 19). Reading teachers provided instruction for 90-min, five times every two weeks for approximately 80 sessions. Treatment effects for each outcome measure were estimated using repeated measure of analysis of covariance for measures of reading comprehension and fluency. Results indicate no statistically significant differences between treatment and comparison conditions. Repeated-measures analyses of variance between students with lower and higher decoding skills indicated a statistically significant interaction between treatment condition and decoding ability on the WJ-III PC and Bridge-IT, with large effect sizes (?[subscript p][superscript 2] 0.16 and 0.12, respectively), indicating that treatment was differentially beneficial for students with higher decoding skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01