ERIC Number: EJ1054900
Record Type: Journal
Publication Date: 2013-Oct
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2324-805X
EISSN: N/A
Intensity vs. Duration: Comparing the Effects of a Fluency-Based Reading Intervention Program, in After-School vs. Summer School Settings
Katzir, Tami; Goldberg, Alyssa; Aryeh, Terry Joffe Ben; Donnelley, Katharine; Wolf, Maryanne
Journal of Education and Training Studies, v1 n2 p61-73 Oct 2013
Two versions of RAVE-O, a fluency-based reading intervention were examined over a 2-intervention period: a 9-month, 44-hour afterschool intervention program, and a month long, 44-hour summer intervention program. 80 children in grades 1-3 were tested on the two subtests of the Test of Word-Reading Efficiency and were assigned to one of 6 groups compromising of different combinations of one vs. two intervention packets. Results show that while both programs showed gains after a single intervention, a significant difference was seen between intervention groups, with the afterschool intervention showing larger pre-post intervention difference scores. All groups who received a 2-package intervention either increased or maintained performance after the second intervention, suggesting that an additional intervention is beneficial. Moreover, the afterschool group who received a consecutive summer intervention group showed significant gains as compared to the other 2-intervention groups. Results from this study indicate the overall number of intervention hours may not be the indicator of a successful intervention. Instead, in the first intervention, a longer period of skill introduction may be needed for information consolidation; the second intervention may require an intense period for skill rehearsal. Implications for future reading interventions and scaling-up are discussed.
Descriptors: Reading Programs, Reading Fluency, Intervention, Program Effectiveness, After School Programs, Summer Programs, Elementary School Students, Grade 1, Grade 2, Grade 3, Comparative Analysis, Pretests Posttests, Achievement Gains, Time, Success, Skill Development, Semantics, Phonology, Syntax, Orthographic Symbols, Morphology (Languages), At Risk Students, Questionnaires, Student Characteristics, Family Environment, Decoding (Reading), Word Recognition, Sight Vocabulary, Scores, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Primary Education; Early Childhood Education; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A