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ERIC Number: EJ1038901
Record Type: Journal
Publication Date: 2013-Aug
Pages: 26
Abstractor: As Provided
Reference Count: 84
ISBN: N/A
ISSN: ISSN-0922-4777
Knowledge, Writing, and Language Outcomes for a Reading Comprehension and Writing Intervention
Mason, Linda H.; Davison, Megan Dunn; Hammer, Carol Scheffner; Miller, Carol A.; Glutting, J. James
Reading and Writing: An Interdisciplinary Journal, v26 n7 p1133-1158 Aug 2013
Many students struggle with gaining knowledge and writing about content text material and therefore require effective intervention. In a randomized controlled trial study, 77 low-achieving fourth-grade students received reading comprehension instruction or reading comprehension plus writing instruction or were assigned to a no-treatment control. Knowledge outcomes were evaluated through students' retelling and performance on a standardized reading test. Written language-based outcomes were analyzed using a computer software program for semantic and syntactic measures. Analyses indicated that students in reading comprehension instruction and reading comprehension plus writing instruction outperformed the control group on oral and written retelling, a standardized reading test, and semantic measures. Syntactic measures, however, did not show statistically significant differences by treatment or control group. Implications for including language instruction and assessments within multi-component instruction are suggested.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A