Engaging Struggling Adolescent Readers to Improve Reading Skills

Autor/inn/en	Kim, James S.; Hemphill, Lowry; Troyer, Margaret; Thomson, Jenny M.; Jones, Stephanie M.; LaRusso, Maria D.; Donovan, Suzanne
Titel	Engaging Struggling Adolescent Readers to Improve Reading Skills
Quelle	In: Reading Research Quarterly, 52 (2017) 3, S.357-382 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Troyer, Margaret) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.171
Schlagwörter	Reading Instruction; Reading Skills; Reading Difficulties; Adolescents; Intervention; Middle School Students; Reading Strategies; Reading Programs; Reading Comprehension; Reading Fluency; Vocabulary; Word Recognition; Pretests Posttests; Morphology (Languages); Grade 6; Grade 7; Grade 8; Teacher Attitudes; Reading Improvement + Suchen Sie Ihr Suchwort? Leseunterricht; Reading skill; Lesefertigkeit; Reading difficulty; Leseschwierigkeit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Reading strategy; Leselernstufe; Lesetechnik; Leseverstehen; Wortschatz; Worterkennung; Morphology; Morphologie; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Lehrerverhalten
Abstract	This study examined the efficacy of a supplemental, multicomponent adolescent reading intervention for middle school students who scored below proficient on a state literacy assessment. Using a within-school experimental design, the authors randomly assigned 483 students in grades 6-8 to a business-as-usual control condition or to the Strategic Adolescent Reading Intervention (STARI), a supplemental reading program involving instruction to support word-reading skills, fluency, vocabulary, and comprehension, and peer talk to promote reading engagement and comprehension. The authors assessed behavioral engagement by measuring how much of the STARI curricular activities students completed during an academic school year, and collected intervention teachers' ratings of their students' reading engagement. STARI students outperformed control students on measures of word recognition (Cohen's d = 0.20), efficiency of basic reading comprehension (Cohen's d = 0.21), and morphological awareness (Cohen's d = 0.18). Reading engagement in its behavioral form, as measured by students' participation and involvement in the STARI curriculum, mediated the treatment effects on each of these three posttest outcomes. Intervention teachers' ratings of their students' emotional and cognitive engagement explained unique variance on reading posttests. Findings from this study support the hypothesis that (a) behavioral engagement fosters struggling adolescents' reading growth, and (b) teachers' perceptions of their students' emotional and cognitive engagement further contribute to reading competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01