Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who Are at Risk of Comprehension Difficulties

Autor/inn/en	Connor, Carol McDonald; Phillips, Beth M.; Kim, Young-Suk Grace; Lonigan, Christopher J.; Kaschak, Michael P.; Crowe, Elizabeth; Dombek, Jennifer; Al Otaiba, Stephanie
Titel	Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who Are at Risk of Comprehension Difficulties
Quelle	In: Scientific Studies of Reading, 22 (2018) 6, S.462-484 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2018.1481409
Schlagwörter	Reading Comprehension; Intervention; Elementary School Students; Metacognition; Prediction; Vocabulary Skills; Grade 3; Grade 4; Listening Comprehension; Psychomotor Skills; At Risk Students; Reading Difficulties; Language Skills; Oral Language; Teaching Methods; Reading Programs; Language Tests; Achievement Tests; Reading Tests; Syntax; Semantics; Expressive One Word Picture Vocabulary Test; Clinical Evaluation of Language Functions; Woodcock Johnson Tests of Achievement; Gates MacGinitie Reading Tests; Oral and Written Language Scales + Suchen Sie Ihr Suchwort? Leseverstehen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Vorhersage; Aktiver Wortschatz; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Hörverständnis; Psychomotorische Aktivität; Reading difficulty; Leseschwierigkeit; Language skill; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Language test; Sprachtest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest; Semantik
Abstract	Testing a component model of reading comprehension in a randomized controlled trial, we evaluated the efficacy of 4 interventions that were designed to target components of language and metacognition that predict children's reading comprehension: vocabulary, listening comprehension, comprehension of literate language, academic knowledge, and comprehension monitoring. Third- and 4th-graders with language skills falling below age expectations participated (N = 645). Overall, the component interventions were only somewhat effective in improving the targeted skills, compared to a business-as-usual control (g ranged from -0.14 to 0.33), and no main effects were significant after correcting for multiple comparisons. Effects did not generalize to other language skills or to students' reading comprehension. Moreover, there were Child Characteristic × Treatment interaction effects. For example, the intervention designed to build sensorimotor mental representations was more effective for children with weaker vocabulary skills. Implications for component models of reading and interventions for children at risk of reading comprehension difficulties are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11