Evaluating the Efficacy of Remediation for Struggling Readers in High School

Autor/inn/en	Lovett, Maureen W.; Lacerenza, Lea; De Palma, Maria; Frijters, Jan C.
Titel	Evaluating the Efficacy of Remediation for Struggling Readers in High School
Quelle	In: Journal of Learning Disabilities, 45 (2012) 2, S.151-169 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219410371678
Schlagwörter	Reading Comprehension; Quasiexperimental Design; Intervention; Standardized Tests; Identification; Inferences; Reading Instruction; High School Students; Text Structure; Reading Strategies; Adolescents; Pretests Posttests; Phoneme Grapheme Correspondence; Foreign Countries; Meta Analysis; Decoding (Reading); Reading Skills; Metacognition; Control Groups; Canada; United States; Peabody Picture Vocabulary Test; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Leseverstehen; Standadised tests; Standardisierter Test; Identifikation; Identifizierung; Inference; Inferenz; Leseunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Textstruktur; Reading strategy; Leselernstufe; Lesetechnik; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Meta-analysis; Metaanalyse; Dekodierung; Reading skill; Lesefertigkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kanada; USA
Abstract	Preliminary efficacy data are reported for a research-based reading intervention designed for struggling readers in high school. PHAST PACES teaches (a) word identification strategies, (b) knowledge of text structures, and (c) reading comprehension strategies. In a quasi-experimental design, 268 intervention and 83 waiting list control students meeting criteria for reading disability were assessed before and after their semester. After 60 to 70 hours of PHAST PACES instruction, struggling readers demonstrated significant gains on standardized tests of word attack, word reading, and passage comprehension and on experimental measures of letter-sound knowledge and multisyllabic word identification relative to control students. An average effect size of 0.68 was revealed across these outcome measures. One year follow-up data on 197 PHAST PACES students revealed an average trend to decelerated growth after the intervention, except for passage comprehension outcomes that demonstrated continued growth over follow-up. (Contains 5 tables, 3 figures, and 1 note.) (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