Literaturnachweis - Detailanzeige
| Autor/inn/en | Shaunessy-Dedrick, Elizabeth; Evans, Linda; Ferron, John; Lindo, Myriam |
|---|---|
| Titel | Effects of Differentiated Reading on Elementary Students' Reading Comprehension and Attitudes toward Reading |
| Quelle | In: Gifted Child Quarterly, 59 (2015) 2, S.91-107 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0016-9862 |
| DOI | 10.1177/0016986214568718 |
| Schlagwörter | Reading Comprehension; Elementary School Students; Reading Attitudes; Investigations; Program Effectiveness; Experimental Groups; Control Groups; Curriculum Implementation; Pretests Posttests; Statistical Significance; Scores; Curriculum Enrichment; Reading Programs; Individualized Instruction; Grade 4; Gifted; Reading Achievement; Intervention; Correlation; Student Surveys; Elementary Reading Attitude Survey; Iowa Tests of Basic Skills |
| Abstract | In this investigation, we examined the effects of a differentiated reading approach on fourth grade students' reading comprehension and attitudes toward reading. Eight Title I schools within one urban district were randomly assigned to treatment (Schoolwide Enrichment Model-Reading [SEM-R]) or control (district reading curriculum) conditions. Treatment teachers implemented SEM-R as a supplement to the district curriculum for 1 academic year, whereas control teachers used the district curriculum. Based on multilevel analyses of students' posttest reading comprehension scores on the Iowa Test of Basic Skills (n = 358) and attitudes toward reading as measured by the Elementary Reading Attitudes Survey (n = 429), no statistically significant differences in students' attitudes toward reading were found, but SEM-R students had significantly higher scores on the comprehension posttest compared with the students in the control schools. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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