Effects of an Informational Text Reading Comprehension Intervention for Fifth-Grade Students

Autor/inn/en	Ritchey, Kristen D.; Palombo, Kimberly; Silverman, Rebecca D.; Speece, Deborah L.
Titel	Effects of an Informational Text Reading Comprehension Intervention for Fifth-Grade Students
Quelle	In: Learning Disability Quarterly, 40 (2017) 2, S.68-80 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948716682689
Schlagwörter	Reading Comprehension; Grade 5; Elementary School Students; Reading Instruction; Reading Strategies; Statistical Analysis; Informal Reading Inventories; Reading Fluency; Reading Difficulties; Response to Intervention; Decoding (Reading); Experimental Groups; Control Groups; Learning Disabilities; Achievement Tests; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Leseverstehen; School year 05; 5. Schuljahr; Schuljahr 05; Leseunterricht; Reading strategy; Leselernstufe; Lesetechnik; Statistische Analyse; Reading difficulty; Leseschwierigkeit; Dekodierung; Learning handicap; Lernbehinderung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; WIAT; Eignungsprüfung; Eignungstest
Abstract	Upper elementary school students who have reading problems may have difficulty in one or more areas of reading, each requiring specific types of interventions. This study evaluated a short-term reading intervention for 46 fifth-grade students with poor reading comprehension. Students were randomly assigned to an intervention or no treatment control condition. The 40 session (20 hr) intervention targeted reading comprehension strategy instruction in the context of informational science texts. Analyses showed statistically significant effects favoring the intervention on two proximal measures (i.e., measures closely related to the intervention content). The effects for the outcomes were moderate (gs = 0.61 and 0.72). There were no statistically significant differences on distal measures (i.e., measures less closely aligned with the intervention). The findings provide support for the efficacy of a reading comprehension intervention that may inform short-term interventions within a Response to Intervention framework. (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	2020/1/01