Effects of Reading Comprehension and Vocabulary Intervention on Comprehension-Related Outcomes for Ninth Graders with Low Reading Comprehension

Autor/inn/en	Solis, Michael; Vaughn, Sharon; Stillman-Spisak, Stephanie J.; Cho, Eunsoo
Titel	Effects of Reading Comprehension and Vocabulary Intervention on Comprehension-Related Outcomes for Ninth Graders with Low Reading Comprehension
Quelle	In: Reading & Writing Quarterly, 34 (2018) 6, S.537-553 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2018.1499059
Schlagwörter	Reading Comprehension; Vocabulary; Intervention; Grade 9; Reading Skills; Program Effectiveness; Small Group Instruction; Achievement Tests; High School Students; Reading Instruction; Teaching Methods; Texas; Woodcock Johnson Tests of Achievement; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Leseverstehen; Wortschatz; School year 09; 9. Schuljahr; Schuljahr 09; Reading skill; Lesefertigkeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This experimental study examined the efficacy of a multicomponent reading intervention compared to a business-as-usual comparison condition on the reading comprehension and content area vocabulary outcomes of adolescent students with low reading comprehension. We randomly assigned 9th-grade students with low reading comprehension to a researcher-provided intervention (n = 51) or a business-as-usual comparison (n = 49) group. Reading interventionists provided weekly instruction for 2 semesters (M = 114 hr) to small groups of students (M = 5). We estimated intervention effects for each outcome measure using repeated measures analyses of covariance (ANCOVAs) for measures of reading and vocabulary. Results indicated statistically significant differences between students in the intervention and comparison conditions on measures of vocabulary and on the Test of Sentence Reading Efficiency and Comprehension (TOSREC) and no differences on the Woodcock--Johnson III Passage Comprehension subtest. Repeated measures ANCOVAs indicated large effect sizes on vocabulary measures between intervention and comparison students on multiple-choice and free response items (?p[superscript 2] = 0.16 and 0.19, respectively) and small effect sizes on the TOSREC (?[superscript p2] = 0.02). (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01