ERIC Number: EJ1089451
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 28
Engaging Struggling Early Readers to Promote Reading Success: A Pilot Study of Reading by Design
Mendez, Linda M. Raffaele; Pelzmann, Catherine A.; Frank, Michael J.
Reading & Writing Quarterly, v32 n3 p273-297 2016
In this study, we piloted a Tier 2 intervention designed to improve reading skills among struggling early readers using an intervention that included SRA Reading Mastery, listening-while-reading activities, strategies to increase motivation and engagement in reading, and parent involvement in reading homework. The study included 6 students in Grade 1 and 5 students in Grade 2 (N = 11), all of whom were failing to meet grade-level reading benchmarks. We delivered the intervention in small, grade-based groups for 35 min 4 times per week for 4 months. Pretest and posttest performance on the Woodcock Reading Mastery Tests--Third Edition using grade-based standard scores indicated significant improvement on the Total Reading cluster (p = 0.0017, d = 1.23) and the following subtests: Oral Reading Fluency (p = 0.0095, d = 1.21), Word Attack (p = 0.0064, d = 0.89), Passage Comprehension (p = 0.0207, d = 0.66), and Word Identification (p = 0.0245, d = 0.93). We discuss implications for practice and future research.
Descriptors: Intervention, Reading Programs, Reading Instruction, Grade 1, Grade 2, Elementary School Students, Pretests Posttests, Reading Skills, Scores, Reading Difficulties, Student Motivation, Learner Engagement, Parent Participation, Program Effectiveness, Questionnaires, Parent Attitudes, Attention Deficit Hyperactivity Disorder, Rating Scales
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Publication Type: Journal Articles; Reports - Research; Guides - Classroom - Teacher
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education; Grade 2
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Reading Mastery Test