Effects of a Year Long Supplemental Reading Intervention for Students with Reading Difficulties in Fourth Grade

Autor/inn/en	Wanzek, Jeanne; Petscher, Yaacov; Al Otaiba, Stephanie; Rivas, Brenna; Jones, Francesca; Kent, Shawn; Schatschneider, Christopher; Mehta, Paras
Titel	Effects of a Year Long Supplemental Reading Intervention for Students with Reading Difficulties in Fourth Grade
Quelle	(2017), (55 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1037/edu0000184
Schlagwörter	Reading Tests; Achievement Tests; Elementary School Students; Reading Fluency; Emergent Literacy; Grade 4; Supplementary Education; Remedial Reading; Intervention; Reading Difficulties; Reading Comprehension; Vocabulary; English; Language Proficiency; Comparative Analysis; Effect Size; Structural Equation Models; Pretests Posttests; Scores; Gates MacGinitie Reading Tests; Woodcock Johnson Tests of Achievement; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Frühleseunterricht; School year 04; 4. Schuljahr; Schuljahr 04; Ergänzungsunterricht; Leseförderung; Reading difficulty; Leseschwierigkeit; Leseverstehen; Wortschatz; English language; Englisch; Language skill; Language skills; Sprachkompetenz
Abstract	Research examining effective reading interventions for students with reading difficulties in the upper elementary grades is limited relative to the information available for the early elementary grades. In the current study, we examined the effects of a multicomponent reading intervention for students with reading comprehension difficulties. We employed a partially nested analysis with latent variables to adequately match the design of the study and provide the necessary precision of intervention effects. We examined the effects of the intervention on students' latent word reading, latent vocabulary, and latent reading comprehension. In addition, we examined whether these effects differed for students of varying levels of reading or English language proficiency. Findings indicated the treatment significantly outperformed the comparison on reading comprehension (ES = 0.38), but no overall group differences were noted on word reading or vocabulary. Students' initial word reading scores moderated this effect. Reading comprehension effects were similar for English learner and non-English learner students. [This article was published in "Journal of Educational Psychology" (EJ1160638).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01