Literaturnachweis - Detailanzeige
| Autor/inn/en | Stevens, Elizabeth A.; Vaughn, Sharon; Swanson, Elizabeth; Scammacca, Nancy |
|---|---|
| Titel | Examining the Effects of a Tier 2 Reading Comprehension Intervention Aligned to Tier 1 Instruction for Fourth-Grade Struggling Readers |
| Quelle | 86 (2020) 4, S.430-448 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | ORCID (Stevens, Elizabeth A.) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Elementary School Students; Grade 4; Response to Intervention; Reading Comprehension; Reading Difficulties; Reading Instruction; Instructional Effectiveness; Content Area Reading; Social Studies; Small Group Instruction; Vocabulary; Reading Tests; Gates MacGinitie Reading Tests |
| Abstract | Understanding the efficacy of evidence-based reading practices delivered in the Tier 1 (i.e. general classroom) setting is critical to successful implementation of multi-tiered systems, meeting a diverse range of student learning needs, and providing high quality reading instruction across content areas. This meta-analysis presents evidence on the effects of Tier 1 reading instruction on the reading outcomes of students in Grades 4-12, and a synthesis of effects for students identified as struggling readers. Results from this meta-analysis of 37 publications conducted between 2000 and 2015 reveal significant, positive effects for Tier 1 reading instruction on comprehension and vocabulary outcomes. A synthesis of the results for struggling readers indicates that they maintained or improved reading comprehension over struggling readers receiving typical instruction. [This article was published in "Exceptional Children" (EJ1260021).] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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