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ERIC Number: EJ1057416
Record Type: Journal
Publication Date: 2015-Apr
Pages: 17
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-0016-9862
Effects of Differentiated Reading on Elementary Students' Reading Comprehension and Attitudes toward Reading
Shaunessy-Dedrick, Elizabeth; Evans, Linda; Ferron, John; Lindo, Myriam
Gifted Child Quarterly, v59 n2 p91-107 Apr 2015
In this investigation, we examined the effects of a differentiated reading approach on fourth grade students' reading comprehension and attitudes toward reading. Eight Title I schools within one urban district were randomly assigned to treatment (Schoolwide Enrichment Model-Reading [SEM-R]) or control (district reading curriculum) conditions. Treatment teachers implemented SEM-R as a supplement to the district curriculum for 1 academic year, whereas control teachers used the district curriculum. Based on multilevel analyses of students' posttest reading comprehension scores on the Iowa Test of Basic Skills (n = 358) and attitudes toward reading as measured by the Elementary Reading Attitudes Survey (n = 429), no statistically significant differences in students' attitudes toward reading were found, but SEM-R students had significantly higher scores on the comprehension posttest compared with the students in the control schools.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: Office of Elementary and Secondary Education (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Elementary Reading Attitude Survey; Iowa Tests of Basic Skills
Grant or Contract Numbers: R 206A090004