Replication of an Experimental Study Investigating the Efficacy of a Multisyllabic Word Reading Intervention with and without Motivational Beliefs Training for Struggling Readers

Autor/inn/en	Toste, Jessica R.; Capin, Philip; Williams, Kelly J.; Cho, Eunsoo; Vaughn, Sharon
Titel	Replication of an Experimental Study Investigating the Efficacy of a Multisyllabic Word Reading Intervention with and without Motivational Beliefs Training for Struggling Readers
Quelle	In: Journal of Learning Disabilities, 52 (2019) 1, S.45-58 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Toste, Jessica R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219418775114
Schlagwörter	Intervention; Reading Skills; Syllables; Grade 4; Grade 5; Elementary School Students; Reading Difficulties; Student Motivation; Teaching Methods; Small Group Instruction; Decoding (Reading); Spelling; Reading Comprehension; English Language Learners; Achievement Tests; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Silbe; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Reading difficulty; Leseschwierigkeit; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode; Dekodierung; Schreibweise; Leseverstehen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	This randomized control trial examined the efficacy of an intervention aimed at improving multisyllabic word reading (MWR) skills among fourth- and fifth-grade struggling readers (n = 109, 48.6% male), as well as the relative effects of an embedded motivational beliefs training component. This study was a closely aligned replication of our earlier work. The intervention was replicated with a three-condition design: MWR only, MWR with a motivational beliefs component, and business-as-usual control. Students were tutored in small groups for 40 lessons (four 40-min lessons each week). When we combined performance of students in both MWR conditions, intervention students significantly outperformed controls on proximal measures of affix reading and MWR, as well as standardized measures of decoding, spelling, and text comprehension. Furthermore, there was a noted interaction between English learner status and treatment on spelling performance. There were no statistically significant main effects between the MWR groups on proximal or standardized measures of interest. Findings are discussed in terms of their relevance to MWR instruction for students with persistent reading difficulties and considerations for future research related to the malleability of motivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01