A Comparison of Lower-and Higher-Resourced Tier 2 Reading Interventions for High School Sophomores

Autor/inn/en	Bemboom, Christina M.; McMaster, Kristen L.
Titel	A Comparison of Lower-and Higher-Resourced Tier 2 Reading Interventions for High School Sophomores
Quelle	In: Learning Disabilities Research & Practice, 28 (2013) 4, S.184-195 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/ldrp.12020
Schlagwörter	Comparative Analysis; Reading Tests; Intervention; High School Students; Regression (Statistics); Statistical Significance; Oral Reading; Reading Fluency; Peer Teaching; Peer Relationship; Control Groups; Experimental Groups; Story Telling; Questioning Techniques; Teaching Methods + Suchen Sie Ihr Suchwort? Lesetest; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Regression; Regressionsanalyse; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Peer group teaching; Peer Group Teaching; Peer-Beziehungen; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of this study was to compare the effects of peer-mediated versus teacher-directed reading intervention on the reading performance of high school sophomores. Participants (n = 57) from the lowest 25th percentile of their sophomore class in reading were assigned randomly to peer-mediated or teacher-directed intervention. Fifteen to sixteen 25-minute intervention sessions over 12 weeks included listening passage preview, retelling, and main idea questioning. Linear regression revealed statistically significant main effects of intervention on maze selection, with both treatment groups outperforming a nonequivalent control group (ES = 0.69-1.00). There were no statistically significant differences on oral reading fluency or maze selection between the peer-mediated and teacher-directed groups. Participating in peer-mediated intervention and receiving more minutes of instruction were significantly associated with higher performance on the district reading assessment. Implications for allocating resources to tiered intervention in secondary schools are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10