Reading Intervention for Poor Readers at the Transition to Secondary School

Autor/inn/en	Clarke, Paula J.; Paul, Shirley-Anne S.; Smith, Glynnis; Snowling, Margaret J.; Hulme, Charles
Titel	Reading Intervention for Poor Readers at the Transition to Secondary School
Quelle	In: Scientific Studies of Reading, 21 (2017) 5, S.408-427 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clarke, Paula J.) ORCID (Paul, Shirley-Anne S.) ORCID (Snowling, Margaret J.) ORCID (Hulme, Charles)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2017.1318393
Schlagwörter	Transitional Programs; Reading Instruction; Secondary School Students; Intervention; Reading Difficulties; Control Groups; Early Adolescents; Reading Comprehension; Foreign Countries; Grade 6; Grade 7; Randomized Controlled Trials; Decoding (Reading); Achievement Tests; Pretests Posttests; Teaching Assistants; Statistical Significance; Structural Equation Models; Maximum Likelihood Statistics; Statistical Analysis; Intelligence Tests; United Kingdom; Wechsler Individual Achievement Test; Wechsler Intelligence Scales Short Forms + Suchen Sie Ihr Suchwort? Leseunterricht; Sekundarschüler; Reading difficulty; Leseschwierigkeit; Leseverstehen; Ausland; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Dekodierung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Statistische Analyse; Intelligence test; Intelligenztest; Großbritannien; WIAT; Eignungsprüfung; Eignungstest
Abstract	This study evaluated two 20-week reading interventions for pupils entering secondary school with reading difficulties. The interventions were delivered by trained teaching assistants (three 35-min sessions per week). 287 pupils (ages 11-13) from 27 schools were randomly allocated to three groups: reading intervention (targeting word recognition and decoding skills), reading intervention plus comprehension, or a waiting list control group. Neither intervention produced statistically significant gains in word reading but the reading intervention plus comprehension intervention produced significant gains in reading comprehension (d = 0.29) and vocabulary (d = 0.34). Further evaluations of methods to improve word reading in this population are needed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01