ERIC Number: EJ1091916
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 29
Effect of the Reread-Adapt and Answer-Comprehend Intervention on the Reading Achievement of Middle and High School Readers Who Are Deaf
Schirmer, Barbara R.; Schaffer, Laura; Therrien, William J.; Schirmer, Todd N.
Reading Psychology, v37 n4 p650-663 2016
Two studies were conducted to determine if the Reread-Adapt and Answer-Comprehend (RAAC) repeated reading fluency intervention is effective in improving the reading achievement of deaf middle school and high school students. Participants included six middle school students and eight high school students. We found consistently good comprehension during the interventions sessions and consistent improvement in ability to read fluently increasingly more difficult passages in both studies. We also found statistical and practical significance for pre- and post-tests on the Woodcock-Johnson for reading comprehension for the high school students but not for the middle school students and no statistical significance for reading fluency in either study.
Descriptors: Deafness, Reading Fluency, Reading Instruction, Reading Achievement, Middle School Students, High School Students, Intervention, Pretests Posttests, Age Differences, Special Schools, Program Effectiveness, Comparative Analysis, Teaching Methods
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; High Schools
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Flesch Kincaid Grade Level Formula; Woodcock Johnson Tests of Achievement