Increasing Content Accessibility to Promote Reading Comprehension among English Learners

Autor/inn/en	Fite, Nathan M.; Morrison, Julie Q.; Hawkins, Renee O.; Newman, Christa; Rojas-Guyler, Liliana
Titel	Increasing Content Accessibility to Promote Reading Comprehension among English Learners
Quelle	In: Psychology in the Schools, 58 (2021) 6, S.1096-1113 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morrison, Julie Q.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22491
Schlagwörter	English Language Learners; Middle School Students; Urban Schools; Culturally Relevant Education; Reading Comprehension; Intervention; Direct Instruction; Vocabulary; Repetition; Oral Reading; Reading Fluency; Reading Rate; Progress Monitoring + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Leseverstehen; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Wortschatz; Wiederholung; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Reading readiness; Reading speed; Lesegeschwindigkeit
Abstract	This study employed an alternating treatment design with a baseline for three English learners in an urban Midwestern middle school to investigate the utility of a culturally adaptive intervention package called Preview-Review. Participants were provided with a scripted bilingual preview of conceptual and contextual information relating to the topic and explicit instruction of passage vocabulary using cognates, multiple exemplars, and reinforcement. The effects of repeated readings alone and in combination with preview-review were measured on oral reading fluency, reading comprehension score, and reading comprehension rate. Results indicated that the repeated readings with preview-review were superior to the repeated readings stand-alone condition across all target variables. The study also finds support for the use of reading comprehension rate for progress monitoring intervention effectiveness with English learners. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01