Effects of an Intensive Reading Intervention for Ninth-Grade English Learners with Learning Disabilities

Autor/inn/en	Williams, Kelly J.; Vaughn, Sharon
Titel	Effects of an Intensive Reading Intervention for Ninth-Grade English Learners with Learning Disabilities
Quelle	In: Learning Disability Quarterly, 43 (2020) 3, S.154-166 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Williams, Kelly J.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948719851745
Schlagwörter	Program Effectiveness; Intervention; Reading Difficulties; Learning Disabilities; English Language Learners; Reading Comprehension; Reading Instruction; Adolescents; Vocabulary Development; Reading Fluency; Program Length; Reading Achievement; High School Freshmen; Urban Schools; Word Recognition; Reading Tests; Students with Disabilities; Grade 9; Texas; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Learning handicap; Lernbehinderung; Leseverstehen; Leseunterricht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Wortschatzarbeit; Leseleistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Worterkennung; Lesetest; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	English learners with learning disabilities (LD) have well-documented difficulties comprehending text. This study examined the effects of an intensive reading intervention (Reading Intervention for Adolescents [RIA]) on reading outcomes (word reading, vocabulary, and comprehension) for ninth-grade ELs with LD (n = 85). In the RIA, students received instruction in advanced word study, fluency, vocabulary, and comprehension. Participants assigned to RIA received the intervention for the entire ninth-grade school year for approximately 3.75 to 4.25 hr a week, whereas students in the comparison condition participated in elective courses. After using analysis of covariance to test for treatment effects and controlling for false discovery rate, there were no significant differences between the two groups except on the proximal vocabulary measure (g = 0.41). Small, nonsignificant effects were observed on measures of word reading and sentence-level comprehension, and Hedges' g values ranged from 0.08 to 0.18. Findings reveal the challenges of improving reading outcomes for English learners with learning disabilities in high school. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01