NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1089932
Record Type: Journal
Publication Date: 2016
Pages: 26
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-1934-5747
Long-Term Effects of Strategic Reading Instruction in the Intermediate Elementary Grades
Droop, Mienke; van Els├Ącker, Willy; Voeten, Marinus J. M.; Verhoeven, Ludo
Journal of Research on Educational Effectiveness, v9 n1 p77-102 2016
The purpose of the present study was to examine the effects of a program that offered sustained strategic reading instruction on reading abilities of third and fourth graders. The study was conducted among 1,469 children from 40 schools in the Netherlands. Schools were randomly assigned to either the experimental or control group. Multilevel analyses showed positive effects on knowledge of reading strategies after one year of intervention at the end of Grade 3. At the end of Grade 4, there were also positive intervention effects on reading comprehension. No significant interaction effects were determined for age, gender, SES, or ethnic/linguistic background. The intervention effects were also not dependent on the level of the student's nonverbal intelligence, vocabulary, or decoding skills.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Intermediate Grades; Grade 3; Primary Education; Early Childhood Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Identifiers - Assessments and Surveys: Progress in International Reading Literacy Study; Raven Progressive Matrices