Engaging Struggling Early Readers to Promote Reading Success: A Pilot Study of Reading by Design

Autor/inn/en	Mendez, Linda M. Raffaele; Pelzmann, Catherine A.; Frank, Michael J.
Titel	Engaging Struggling Early Readers to Promote Reading Success: A Pilot Study of Reading by Design
Quelle	In: Reading & Writing Quarterly, 32 (2016) 3, S.273-297 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2014.986592
Schlagwörter	Leitfaden; Unterricht; Lehrer; Intervention; Reading Programs; Reading Instruction; Grade 1; Grade 2; Elementary School Students; Pretests Posttests; Reading Skills; Scores; Reading Difficulties; Student Motivation; Learner Engagement; Parent Participation; Program Effectiveness; Questionnaires; Parent Attitudes; Attention Deficit Hyperactivity Disorder; Rating Scales; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Leseunterricht; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Reading skill; Lesefertigkeit; Reading difficulty; Leseschwierigkeit; Schulische Motivation; Elternmitwirkung; Fragebogen; Elternverhalten; Rating-Skala
Abstract	In this study, we piloted a Tier 2 intervention designed to improve reading skills among struggling early readers using an intervention that included SRA Reading Mastery, listening-while-reading activities, strategies to increase motivation and engagement in reading, and parent involvement in reading homework. The study included 6 students in Grade 1 and 5 students in Grade 2 (N = 11), all of whom were failing to meet grade-level reading benchmarks. We delivered the intervention in small, grade-based groups for 35 min 4 times per week for 4 months. Pretest and posttest performance on the Woodcock Reading Mastery Tests--Third Edition using grade-based standard scores indicated significant improvement on the Total Reading cluster (p = 0.0017, d = 1.23) and the following subtests: Oral Reading Fluency (p = 0.0095, d = 1.21), Word Attack (p = 0.0064, d = 0.89), Passage Comprehension (p = 0.0207, d = 0.66), and Word Identification (p = 0.0245, d = 0.93). We discuss implications for practice and future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01