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ERIC Number: EJ1070325
Record Type: Journal
Publication Date: 2015-Aug
Pages: 10
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0938-8982
The Effects of an Intensive Reading Intervention for Ninth Graders with Very Low Reading Comprehension
Solís, Michael; Vaughn, Sharon; Scammacca, Nancy
Learning Disabilities Research & Practice, v30 n3 p104-113 Aug 2015
This experimental study examined the efficacy of a multicomponent reading intervention compared to a control condition on the reading comprehension of adolescent students with low reading comprehension (more than 1½ standard deviations below normative sample). Ninth-grade students were randomly assigned to treatment (n = 25) and comparison (n = 19). Reading teachers provided instruction for 90-min, five times every two weeks for approximately 80 sessions. Treatment effects for each outcome measure were estimated using repeated measure of analysis of covariance for measures of reading comprehension and fluency. Results indicate no statistically significant differences between treatment and comparison conditions. Repeated-measures analyses of variance between students with lower and higher decoding skills indicated a statistically significant interaction between treatment condition and decoding ability on the WJ-III PC and Bridge-IT, with large effect sizes (?[subscript p][superscript 2] 0.16 and 0.12, respectively), indicating that treatment was differentially beneficial for students with higher decoding skills.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement