A Synthesis of Quantitative Research on Reading Programs for Secondary Students

Autor/inn/en	Baye, Ariane; Inns, Amanda; Lake, Cynthia; Slavin, Robert E.
Titel	A Synthesis of Quantitative Research on Reading Programs for Secondary Students
Quelle	In: Reading Research Quarterly, 54 (2019) 2, S.133-166 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.229
Schlagwörter	Secondary School Students; Reading Programs; Reading Research; Small Group Instruction; Tutoring; Program Effectiveness; Program Evaluation; Cross Cultural Studies; Cooperative Learning; Social Studies; Teaching Methods; Science Instruction; Reading Strategies; Reading Difficulties; Technology Integration; Educational Benefits; Learner Engagement; Foreign Countries; United States; United Kingdom + Suchen Sie Ihr Suchwort? Sekundarschüler; Leseforschung; Förderkonzept; Nachhilfeunterricht; Programme evaluation; Programmevaluation; Cultural comparison; Kulturvergleich; Kooperatives Lernen; Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Reading strategy; Leselernstufe; Lesetechnik; Reading difficulty; Leseschwierigkeit; Bildungsertrag; Ausland; USA; Großbritannien
Abstract	Recent initiatives in the United States and United Kingdom have added greatly to the amount and quality of research on the effectiveness of secondary reading programs, especially programs for struggling readers. In this review of the experimental research on secondary reading programs, the authors focused on 69 studies that used random assignment (n = 62) or high-quality quasi-experiments (n = 7) to evaluate outcomes of 51 programs on widely accepted measures of reading. Categories of programs using one-to-one and small-group tutoring, cooperative learning, whole-school approaches including organizational reforms such as teacher teams, and writing-focused approaches showed positive outcomes. Individual approaches in a few other categories also showed positive impacts. Categories in which these individual programs appear include programs emphasizing social studies/science, structured strategies, and personalized and group/personalization rotation approaches for struggling readers. Programs that provide a daily extra period of reading and those utilizing technology were no more effective, on average, than programs that did not provide these resources. The findings suggest that secondary readers benefit more from socially and cognitively engaging instruction than from additional reading periods or technology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01