Determining the Academic and Affective Outcomes of Dyad Reading among Third Graders

Autor/inn/en	Downs, Jacob D.; Mohr, Kathleen A. J.; Barrett, Tyson S.
Titel	Determining the Academic and Affective Outcomes of Dyad Reading among Third Graders
Quelle	In: Journal of Educational Research, 113 (2020) 2, S.120-132 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Downs, Jacob D.) ORCID (Mohr, Kathleen A. J.) ORCID (Barrett, Tyson S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2020.1755615
Schlagwörter	Reading Fluency; Grade 3; Elementary School Students; Outcomes of Education; Reading Attitudes; Reading Comprehension; Reading Strategies; Attitude Measures; Surveys; Reading Achievement; Achievement Gains; Attitude Change; Peer Relationship; Elementary Reading Attitude Survey + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; Lernleistung; Schulerfolg; Reading behavior; Rading behaviour; Leseverhalten; Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik; Survey; Umfrage; Befragung; Leseleistung; Achievement gain; Leistungssteigerung; Attitudinal change; Einstellungsänderung; Peer-Beziehungen
Abstract	Dyad reading involves a lower level reader paired with a higher level reading partner who models proficient oral reading while providing access to challenging texts. Previous research has reported increased reading fluency and comprehension for participants of dyad reading; however, to date no research has investigated how dyad reading may influence student attitudes toward reading. Using mixed effects linear modeling, this quasi-experimental study of third graders investigated the academic and attitudinal outcomes for students who read in dyads for 15 minutes daily for 90 school days. Results indicated that dyad readers experienced mixed outcomes in improving reading proficiency and a pattern of decline in reading attitudes compared to students in the control group. While lower level dyad readers demonstrated significant gains on a measure of comprehension, there were no differences between groups on several other measures of reading. Recommendations target how to maximize the use of dyad reading to support students' reading development without eroding their perceptions of themselves as readers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01