Supplemental Reading Strategy Instruction for Adolescents: A Randomized Trial and Follow-up Study

Autor/inn/en	Cantrell, Susan Chambers; Almasi, Janice F.; Rintamaa, Margaret; Carter, Janis C.
Titel	Supplemental Reading Strategy Instruction for Adolescents: A Randomized Trial and Follow-up Study
Quelle	In: Journal of Educational Research, 109 (2016) 1, S.7-26 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2014.917258
Schlagwörter	Reading Strategies; Reading Instruction; Supplementary Education; Grade 6; Reading Achievement; Reading Motivation; Instructional Effectiveness; Intervention; Comparative Analysis; Longitudinal Studies; Grade 9; Low Achievement; Hierarchical Linear Modeling; Middle School Students; High School Students; Followup Studies; Randomized Controlled Trials; Kentucky + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Leseunterricht; Ergänzungsunterricht; School year 06; 6. Schuljahr; Schuljahr 06; Leseleistung; Lesemotivation; Unterrichtserfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 09; 9. Schuljahr; Schuljahr 09; Unterdurchschnittliche Leistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Follow-up studies; Kontaktstudium
Abstract	In this study, the authors examine the impact of a yearlong supplemental reading course involving daily instruction in the learning strategies curriculum on lower achieving adolescent students' reading achievement and motivation. Using a multiple-cohort randomized treatment-control group design over 4 years, they compared achievement and motivation outcomes for 605 sixth-grade students who participated in the intervention with 530 students who did not participate and 593 ninth-grade students who participated in the intervention with 535 students who did not participate. Results indicated significant impacts of the intervention on reading achievement for ninth-grade students but not for sixth-grade students. Significant impacts on reading motivation were found for both sixth- and ninth-grade students. An exploratory follow-up study indicated potential benefits of a second year of intervention for sixth-grade students who are still low achieving after 1 year of intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01