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| Autor/in | Crowe, Linda K. |
|---|---|
| Titel | Comparison of Two Oral Reading Feedback Strategies in Improving Reading Comprehension of School-Age Children with Low Reading Ability |
| Quelle | In: Remedial and Special Education, 26 (2005) 1, S.32-42 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0741-9325 |
| Schlagwörter | Intervention; Reading Comprehension; Reading Ability; Reading Strategies; Oral Reading; Feedback; Reading Instruction; United Kingdom (Reading) |
| Abstract | This study compared the effects of two oral reading feedback strategies in improving the reading comprehension of eight school-age children with low reading ability. Participants were assigned to one of two intervention groups matched on age, grade, gender, and general reading performance. Intervention 1 (I1) used traditional decoding-based feedback, and Intervention 2 (I2) used communicative reading strategies (CRS), meaning-based feedback. After 10 hours of reading intervention, participants in I2 performed significantly better than the I1 group on a formal measure of reading comprehension and on story-related comprehension questions. Moreover, the I2 group retained comprehension of story details over a longer period of time than did the I1 group. No significant differences were found between I1 and I2 in the ability to answer story-related locative, descriptive, or inferential detail questions. (Author). |
| Anmerkungen | PRO-ED, Inc., 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202 (Toll Free). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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