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ERIC Number: EJ1054900
Record Type: Journal
Publication Date: 2013-Oct
Pages: 13
Abstractor: As Provided
ISSN: ISSN-2324-805X
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.
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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