Middle School Reading Comprehension and Content Learning Intervention for Below-Average Readers

Autor/inn/en	Swanson, Elizabeth; Wanzek, Jeanne; Vaughn, Sharon; Fall, Anna-Maria; Roberts, Greg; Hall, Colby; Miller, Veronica L.
Titel	Middle School Reading Comprehension and Content Learning Intervention for Below-Average Readers
Quelle	In: Reading & Writing Quarterly, 33 (2017) 1, S.37-53 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2015.1072068
Schlagwörter	Middle School Students; Reading Comprehension; Grade 8; Social Studies; Reading Difficulties; Intervention; Comparative Analysis; Content Area Reading; Statistical Analysis; Vocabulary Development; Recall (Psychology); Standardized Tests; Reading Tests; Lesson Plans; Faculty Development; Teaching Methods; Pretests Posttests; Reading Instruction; Program Effectiveness; Texas; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Leseverstehen; School year 08; 8. Schuljahr; Schuljahr 08; Gemeinschaftskunde; Reading difficulty; Leseschwierigkeit; Sinnerfassendes Lesen; Statistische Analyse; Wortschatzarbeit; Abberufung; Standadised tests; Standardisierter Test; Lesetest; Lesson planning; Unterrichtsplanung; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht
Abstract	This study aimed to determine the efficacy of a content knowledge and reading comprehension treatment implemented by 8th-grade social studies teachers over the course of 1 school year. We randomly assigned 8th-grade students with reading difficulties to the intervention treatment condition (n = 45) or the business-as-usual comparison condition (n = 33). Students in the treatment condition scored statistically higher than students in the comparison condition on measures of knowledge acquisition (effect size [ES] = 0.35), content reading comprehension (ES = 0.59), and vocabulary recall (ES = 0.65). The small ES on standardized reading comprehension (ES = 0.10) favoring the treatment condition was not statistically significant. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01