ERIC Number: EJ1126717
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1057-3569
EISSN: N/A
Middle School Reading Comprehension and Content Learning Intervention for Below-Average Readers
Swanson, Elizabeth; Wanzek, Jeanne; Vaughn, Sharon; Fall, Anna-Maria; Roberts, Greg; Hall, Colby; Miller, Veronica L.
Reading & Writing Quarterly, v33 n1 p37-53 2017
This study aimed to determine the efficacy of a content knowledge and reading comprehension treatment implemented by 8th-grade social studies teachers over the course of 1 school year. We randomly assigned 8th-grade students with reading difficulties to the intervention treatment condition (n = 45) or the business-as-usual comparison condition (n = 33). Students in the treatment condition scored statistically higher than students in the comparison condition on measures of knowledge acquisition (effect size [ES] = 0.35), content reading comprehension (ES = 0.59), and vocabulary recall (ES = 0.65). The small ES on standardized reading comprehension (ES = 0.10) favoring the treatment condition was not statistically significant.
Descriptors: Middle School Students, Reading Comprehension, Grade 8, Social Studies, Reading Difficulties, Intervention, Comparative Analysis, Content Area Reading, Statistical Analysis, Vocabulary Development, Recall (Psychology), Standardized Tests, Reading Tests, Lesson Plans, Faculty Development, Teaching Methods, Pretests Posttests, Reading Instruction, Program Effectiveness
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 8; Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests
IES Funded: Yes
Grant or Contract Numbers: R305F100013
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
WWC Study Page: https://ies.ed.gov/ncee/wwc/study/86134