Literaturnachweis - Detailanzeige
| Autor/inn/en | Guthrie, John T.; McRae, Angela; Coddington, Cassandra S.; Klauda, Susan Lutz; Wigfield, Allan; Barbosa, Pedro |
|---|---|
| Titel | Impacts of Comprehensive Reading Instruction on Diverse Outcomes of Low- and High-Achieving Readers |
| Quelle | In: Journal of Learning Disabilities, 42 (2009) 3, S.195-214 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-2194 |
| DOI | 10.1177/0022219408331039 |
| Schlagwörter | Reading Comprehension; Low Achievement; Reading Tests; Reading Processes; Grade 5; Reading Instruction; Intervention; Reading Programs; Reading Strategies; Instructional Effectiveness; Reading Motivation; Quasiexperimental Design; Word Recognition; Program Descriptions |
| Abstract | Low-achieving readers in Grade 5 often lack comprehension strategies, domain knowledge, word recognition skills, fluency, and motivation to read. Students with such multiple reading needs seem likely to benefit from instruction that supports each of these reading processes. The authors tested this expectation experimentally by comparing the effects of "Concept-Oriented Reading Instruction" (CORI) with traditional instruction (TI) on several outcomes in a 12-week intervention for low achievers and high achievers. Low achievers in the CORI group were afforded explicit instruction, leveled texts, and motivation support. Compared with TI students, CORI students scored higher on posttest measures of word recognition speed, reading comprehension on the "Gates-MacGinitie Reading Test," and ecological knowledge. CORI was equally effective for lower achievers and higher achievers. Explicitly supporting multiple aspects of reading simultaneously appeared to benefit diverse learners on a range of reading outcomes. (Contains 6 tables.) (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 | 2017/4/10 |
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