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ERIC Number: EJ1104835
Record Type: Journal
Publication Date: 2016
Pages: 28
Abstractor: As Provided
ISSN: ISSN-1057-3569
Effects of a Whole-Class Reading Program Designed for Different Reading Levels and the Learning Needs of L1 and L2 Children
Seifert, Susanne; Schwab, Susanne; Gasteiger-Klicpera, Barbara
Reading & Writing Quarterly, v32 n6 p499-526 2016
This article aims to evaluate the whole-class reading program Language And Reading Skills (LARS) and its effects on the decoding, reading comprehension, and language abilities of 1st-language (L1) and 2nd-language (L2) German 2nd graders. The program consisted of teacher training and differentiated reading materials adapted to the needs of both L1 and L2 learners. The materials targeted 4 different reading levels. For the evaluation, we used a pre-/posttest design with a comparison group. We assessed the decoding, reading comprehension, and language abilities of all students (n = 377) before and after the implementation of the program. A total of 159 students received reading instruction twice a week with the LARS program during regular school hours for a period of 7 months. Another 218 students received conventional reading instruction without special materials (e.g., no differentiated materials) provided by the research team. The results indicate that the program significantly improved the development of reading comprehension and expressive vocabulary (trained words).
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Austria
Identifiers - Assessments and Surveys: Illinois Test of Psycholinguistic Abilities; Cattell Culture Fair Intelligence Test
Grant or Contract Numbers: N/A