Literaturnachweis - Detailanzeige
| Autor/inn/en | Vaughn, Sharon; Solís, Michael; Miciak, Jeremy; Taylor, W. Pat; Fletcher, Jack M. |
|---|---|
| Titel | Effects from a Randomized Control Trial Comparing Researcher and School-Implemented Treatments with Fourth Graders with Significant Reading Difficulties |
| Quelle | In: Journal of Research on Educational Effectiveness, 9 (2016), S.23-44 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1934-5747 |
| DOI | 10.1080/19345747.2015.1126386 |
| Schlagwörter | Comparative Analysis; Reading Difficulties; Intervention; Outcomes of Treatment; Instructional Effectiveness; Reading Instruction; Grade 4; Elementary School Students; Reading Tests; Scores; Statistical Analysis; Pretests Posttests; Reading Fluency; Reading Comprehension; Achievement Tests; Gates MacGinitie Reading Tests; Woodcock Johnson Tests of Achievement |
| Abstract | This study examined the effectiveness of a researcher-provided intervention with fourth graders with significant reading difficulties. The intervention emphasized multisyllable word reading, fluent reading of high-frequency words and phrases, vocabulary, and comprehension. To identify the participants, 1,695 fourth-grade students were screened using the Gates-MacGinitie Reading Test, and those whose standard scores were 85 or lower were included in the study (N = 483). Participants were randomly assigned (2:1) to receive either researcher-provided intervention (n = 323) or intervention provided by school personnel (business as usual, BAU) (n = 161). Findings revealed no statistically significant differences between students in the researcher-provided intervention and BAU groups. Using effect sizes as an indicator of impact, students in the researcher-implemented treatment generally outperformed students in the school-implemented treatment (BAU). Examining growth in standard scores, both groups made significant gains in reading outcomes with standard score growth from pretest to posttest of 3 standard score points on decoding, 5 on fluency, and 2.0 to 7 standard score points on reading comprehension measures. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/4/11 |
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