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ERIC Number: EJ1089451
Record Type: Journal
Publication Date: 2016
Pages: 25
Abstractor: As Provided
Reference Count: 28
ISSN: ISSN-1057-3569
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research; Guides - Classroom - Teacher
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education; Grade 2
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Reading Mastery Test