Improving Reading Achievements of Struggling Learners

Autor/inn/en	Houtveen, Thoni; van de Grift, Wim
Titel	Improving Reading Achievements of Struggling Learners
Quelle	In: School Effectiveness and School Improvement, 23 (2012) 1, S.71-93 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2011.600534
Schlagwörter	Experimental Groups; Sentences; Foreign Countries; Followup Studies; Reading Instruction; Control Groups; Word Recognition; Quasiexperimental Design; Reading Difficulties; Program Effectiveness; Program Evaluation; Teacher Effectiveness; Academic Achievement; Reading Achievement; Intervention; Pretests Posttests; Measures (Individuals); Age Differences; Socioeconomic Status; Minority Groups; Predictor Variables; Elementary School Students; Reading Teachers; Netherlands + Suchen Sie Ihr Suchwort? Sentence analysis; Satzanalyse; Ausland; Follow-up studies; Kontaktstudium; Leseunterricht; Worterkennung; Reading difficulty; Leseschwierigkeit; Programme evaluation; Programmevaluation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Leseleistung; Messdaten; Age; Difference; Age difference; Altersunterschied; Socio-economic status; Sozioökonomischer Status; Ethnische Minderheit; Prädiktor; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Niederlande
Abstract	In The Netherlands, the percentage of struggling readers in the 1st year of formal reading instruction is about 25%. This problem inspired us to develop the Reading Acceleration Programme. To evaluate the effectiveness of this programme, a quasi-experiment is carried out. The teachers in the experimental group have been trained to improve their core instruction, to broaden their instruction for struggling learners, and to implement special measures for pupils who do not respond sufficiently to these interventions. A significant difference was found on the post-tests for measuring reading of single words and reading whole sentences, after correcting for pre-test, age, intelligence, socioeconomic status, and ethnic minority. Furthermore, the programme turned out to reduce the percentage of struggling readers in the experimental group from over 28% to less than 6%. In the follow-up study, the overall effects remained to a moderate degree. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10