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ERIC Number: EJ1004765
Record Type: Journal
Publication Date: 2013
Pages: 44
Abstractor: As Provided
Reference Count: 64
ISSN: ISSN-0270-2711
Improving Reading Performance for Economically Disadvantaged Students: Combining Strategy Instruction and Motivational Support
Ng, Chi-Hung Clarence; Bartlett, Brendan; Chester, Ivan; Kersland, Susan
Reading Psychology, v34 n3 p257-300 2013
Seventy-six fifth-year students from low-socioeconomic status backgrounds participated in three different instructional conditions in an intervention study. The first combined strategy training in top-level structuring and interrelated motivational support; the second implemented the strategy training only; and the third was a control condition where no specific training in top-level structuring or motivational support was provided. Both trained groups showed substantial improvement in their reading performance, as indicated by two different reading tests administered before and after the 6-week intervention. The control group did not show any significant improvement on these tests. Students in the combined instructional condition made most progress in reading, indicating additional value in combining both explicitly performance-linked motivational support and strategy instruction in promoting reading. (Contains 2 tables, 1 figure, and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A