A Review of Summarizing and Main Idea Interventions for Struggling Readers in Grades 3 through 12: 1978-2016

Autor/inn/en	Stevens, Elizabeth A.; Park, Sunyoung; Vaughn, Sharon
Titel	A Review of Summarizing and Main Idea Interventions for Struggling Readers in Grades 3 through 12: 1978-2016
Quelle	In: Remedial and Special Education, 40 (2019) 3, S.131-149 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932517749940
Schlagwörter	Reading Difficulties; Elementary School Students; Secondary School Students; Expository Writing; Reading Comprehension; Outcomes of Education; Journal Articles; Instructional Effectiveness; Reading Instruction; Literacy; Learning Strategies; Educational Practices; Text Structure; Reading Skills; Intervention + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Sekundarschüler; Leseverstehen; Lernleistung; Schulerfolg; Journal article; Zeitschriftenaufsatz; Unterrichtserfolg; Leseunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Bildungspraxis; Textstruktur; Reading skill; Lesefertigkeit
Abstract	This systematic review examines the effects of summarizing and main idea interventions on the reading comprehension outcomes of struggling readers in Grades 3 through 12. A comprehensive search identified 30 studies published in peer-reviewed journals between 1978 and 2016. Studies included struggling reader participants in Grades 3 through 12; targeted summarizing or main idea instruction; used an experimental, quasi-experimental, or single-case design; and included a reading comprehension outcome. A meta-analysis of 23 group design studies resulted in a statistically significant mean effect of 0.97. Group size, number of sessions, grade level, and publication year did not moderate treatment effect. Visual analysis of six single-case designs yielded "strong evidence" for retell measures and a range of evidence for short-answer comprehension measures. Findings suggest that main idea and summarizing instruction may improve struggling readers' main idea identification and reading comprehension. Limitations include the lack of standardized measures and the unreported, changing description of the counterfactual. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01