ERIC Number: EJ1047635
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 38
Taking a Different Route: Contribution of Articulation and Metacognition to Intervention with At-Risk Third-Grade Readers
Trainin, Guy; Wilson, Kathleen M.; Murphy-Yagil, Malinda; Rankin-Erickson, Joan L.
Journal of Education for Students Placed at Risk, v19 n3-4 p183-195 2014
This study compared the impact of 2 types of small-group interventions targeting below-level 3rd-grade students. The study compared WordWork decoding and spelling instruction (Calfee, Miller, Norman, Wilson, & Trainin, 2006; Calfee & Patrick, 1995), which includes attention to articulation and metacognition, with a more traditional phonological awareness program (Torgesen & Bryant, 1993). University education students delivered the interventions with equal instructional time and fidelity, to both groups. Students in both intervention groups engaged in repeated readings of connected text to promote transfer. The impact of training was assessed through decoding, spelling, and oral reading fluency measures. Results indicated that WordWork produced more positive results in decoding, spelling, and fluency, and had significantly fewer treatment resisters.
Descriptors: Metacognition, Intervention, Grade 3, Elementary School Students, Low Achievement, At Risk Students, Reading Difficulties, College Students, Comparative Analysis, Transfer of Training, Reading Skills, Reading Instruction, Decoding (Reading), Spelling, Oral Reading, Reading Fluency, Reading Programs, Tutoring, Phonemic Awareness, Phonological Awareness, Instructional Effectiveness, Statistical Analysis, Reading Tests, Pretests Posttests, Scores
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Higher Education; Postsecondary Education
Authoring Institution: N/A