High School Students with Reading Comprehension Difficulties: Results of a Randomized Control Trial of a Two-Year Reading Intervention

Autor/inn/en	Vaughn, Sharon; Roberts, Greg; Wexler, Jade; Vaughn, Michael G.; Fall, Anna-Mária; Schnakenberg, Jennifer B.
Titel	High School Students with Reading Comprehension Difficulties: Results of a Randomized Control Trial of a Two-Year Reading Intervention
Quelle	In: Journal of Learning Disabilities, 48 (2015) 5, S.546-558 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219413515511
Schlagwörter	High School Students; Reading Comprehension; Reading Difficulties; Reading Programs; Intervention; Dropout Prevention; Achievement Gains; Control Groups; Experimental Groups; Content Area Reading; Fidelity; Program Implementation; Reading Tests; Scores; Reading Improvement; Reading Achievement; Performance Based Assessment; Grade 9; Grade 10; Program Effectiveness; Statistical Analysis; Structural Equation Models; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Leseverstehen; Reading difficulty; Leseschwierigkeit; Achievement gain; Leistungssteigerung; Sinnerfassendes Lesen; Lesetest; Leseleistung; Leistungsermittlung; School year 09; 9. Schuljahr; Schuljahr 09; Statistische Analyse
Abstract	A 2-year, randomized control trial with 9th to 10th grade students with significant reading problems was provided for 50 minutes a day in small groups. Comparison students were provided an elective class and treatment students the reading intervention. Students were identified as demonstrating reading difficulties through failure on their state accountability test and were randomly assigned to one of three treatment conditions and a business as usual (BAU) condition: reading without dropout prevention, reading with dropout prevention, dropout prevention without reading, or a BAU condition. Findings from the 2-year reading intervention (reading with and without dropout prevention combined and BAU) are reported in this article. Students in reading treatment compared to students in BAU demonstrated significant gains on reading comprehension (effect size = 0.43), and improved reading was associated with better grades in social studies. Findings from this study provide a rationale for further implementation and investigation of intensive intervention for high school students with reading difficulties. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01