Efficacy of a High School Extensive Reading Intervention for English Learners with Reading Difficulties

Autor/inn/en	Vaughn, Sharon; Martinez, Leticia R.; Williams, Kelly J.; Miciak, Jeremy; Fall, Anna-Mária; Roberts, Greg
Titel	Efficacy of a High School Extensive Reading Intervention for English Learners with Reading Difficulties
Quelle	In: Journal of Educational Psychology, 111 (2019) 3, S.373-386 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000289
Schlagwörter	Intervention; Reading Programs; Adolescents; Reading Difficulties; English Language Learners; Urban Schools; High School Students; Program Effectiveness; Reading Fluency; Reading Comprehension; Vocabulary Development; Sentences; Grade 9; Grade 10; Texas; Gates MacGinitie Reading Tests; Test of Word Reading Efficiency + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Reading difficulty; Leseschwierigkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Leseverstehen; Wortschatzarbeit; Sentence analysis; Satzanalyse; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	This study examined the effects of Reading Intervention for Adolescents, a 2-year extensive reading intervention targeting current and former English learners identified as struggling readers based on their performance on the state accountability assessment. Students who enrolled at three participating urban high schools were randomly assigned to the Reading Intervention for Adolescents treatment condition (n = 175) or a business-as-usual comparison condition. Students assigned to the treatment condition participated in the intervention for approximately 50 min daily for 2 school years in lieu of a school-provided elective course, which business-as-usual students took consistent with typical scheduling. Findings revealed significant effects for the treatment condition on sentence-level fluency and comprehension (g = 0.18) and on a proximal measure of vocabulary learning (g = 0.41), but not on standardized measures of word reading, vocabulary, or reading comprehension (g range: -0.09 to 0.06). Post hoc moderation analyses investigated whether initial proficiency levels interacted with treatment effects. On sentence-level fluency and comprehension and on vocabulary learning, initial scores were significantly associated with treatment effects--however, in opposite directions. Students who scored low at baseline on sentence reading and comprehension scored relatively higher at posttest on that measure, whereas students who scored high at baseline on the proximal vocabulary measure scored relatively higher at posttest on that measure. The discussion focuses on the difficulty of remediating persistent reading difficulties in high school, particularly among English learners, who are often still in the process of acquiring academic proficiency in English. [For the corresponding grantee submission, see ED586763.] (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01