Evaluating Effectiveness of Two Types of Chinese Remedial Materials for Low-Achieving and Disadvantaged Second Graders

Autor/inn/en	Chen, Shu-Li; Shih-Jay, Tzeng; Chu, Szu-Yin
Titel	Evaluating Effectiveness of Two Types of Chinese Remedial Materials for Low-Achieving and Disadvantaged Second Graders
Quelle	In: Asia-Pacific Education Researcher, 24 (2015) 1, S.111-123 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-013-0164-z
Schlagwörter	Reading Materials; Remedial Reading; Reading Instruction; Instructional Effectiveness; Reading Achievement; Low Achievement; Disadvantaged; Elementary School Students; Grade 2; Intervention; Experimental Groups; Control Groups; Nontraditional Education; Remedial Programs; Pretests Posttests; Reading Tests; Writing Tests; Outcomes of Education; Language Skills; Character Recognition; Verbal Communication; Reading Comprehension; Chinese + Suchen Sie Ihr Suchwort? Leseförderung; Leseunterricht; Unterrichtserfolg; Leseleistung; Unterdurchschnittliche Leistung; School year 02; 2. Schuljahr; Schuljahr 02; Non-traditional education; Alternative Erziehung; Förderprogramm; Lesetest; Writing test; Schreibtest; Lernleistung; Schulerfolg; Language skill; Sprachkompetenz; Leseverstehen; China; Chinesen
Abstract	Having access to research-based materials is an essential component for designing effective interventions for low-achieving and disadvantaged students. The purpose of this study was to compare the effectiveness of two types of reading material intervention for low-achieving and disadvantaged students. The students were divided into experimental (n = 29) and control (n = 27) groups. The students in the control group received the alternative remediation program provided by the school. The experimental group was divided into two subgroups: 19 students received "auxiliary" reading remediation materials (the AUX group), while the other 10 received "adjusted" reading remediation materials (the ADJ group). Data were gathered from the pre and post-test results of a variety of reading and writing tests. There were three major findings. First, both the AUX and ADJ groups showed advantages in attaining results, but there were no significant differences between them in terms of promoting language skills. Furthermore, the AUX group had a slight advantage with regard to overall progress and peer catch-up rate, while the ADJ group showed higher effectiveness than the AUX group in the enhancement of academic performance. Second, the language skills of the students in the two experimental groups have relatively closed the gap with the norm. Specifically, over 50 % of the students in the AUX group achieved peer-level character recognition and dictation abilities in the second-term posttest. Third, both experimental groups demonstrated better reading skills than the control group, but there were no significant differences in terms of reading comprehension. Implications of the study will be discussed based on the findings from this study. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01