Effects of Targeted Interventions and of Specific Instructional Time on Reading Ability in French Children in Grade 1

Autor/inn/en	Ecalle, Jean; Magnan, Annie; Auphan, Pauline; Gomes, Christophe; Cros, Laurent; Suchaut, Bruno
Titel	Effects of Targeted Interventions and of Specific Instructional Time on Reading Ability in French Children in Grade 1
Quelle	In: European Journal of Psychology of Education, 37 (2022) 3, S.605-625 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ecalle, Jean)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-021-00566-w
Schlagwörter	Foreign Countries; Elementary School Students; Grade 1; Intervention; Reading Instruction; Time Factors (Learning); Reading Ability; French; Reading Difficulties; Reading Fluency; Reading Comprehension; Numeracy; Literacy; Achievement Gains; Scores; Individualized Instruction; Instructional Effectiveness; France + Suchen Sie Ihr Suchwort? Ausland; School year 01; 1. Schuljahr; Schuljahr 01; Leseunterricht; Reading competence; Lesekompetenz; Französisch; Reading difficulty; Leseschwierigkeit; Leseverstehen; Rechenkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Achievement gain; Leistungssteigerung; Individualisierender Unterricht; Unterrichtserfolg; Frankreich
Abstract	The aim is to examine the impact of interventions on fluency and reading comprehension and how the effects of these interventions depend on the time that teachers spend with children with reading difficulties. Two groups were involved: an experimental group (n = 600) trained in code-related skills and a control group (n = 597) that received no intervention. In the Exp group, teachers adapted a specific instructional time for reading (SITR) in the light of children's difficulties. A significant gain of .23 s in fluency and a gain of .33 s in reading comprehension were observed in favor of the Exp group, (a) but there was no gain in numeracy skills (as expected); (b) the amount of SITR is linked to children's scores in literacy skills; (c) SITR is linked to progress in fluency and reading comprehension. These results argue in favor of differentiated reading instruction for children with difficulties during learning to read. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01