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ERIC Number: EJ1139515
Record Type: Journal
Publication Date: 2017-May
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0731-9487
Effects of an Informational Text Reading Comprehension Intervention for Fifth-Grade Students
Ritchey, Kristen D.; Palombo, Kimberly; Silverman, Rebecca D.; Speece, Deborah L.
Learning Disability Quarterly, v40 n2 p68-80 May 2017
Upper elementary school students who have reading problems may have difficulty in one or more areas of reading, each requiring specific types of interventions. This study evaluated a short-term reading intervention for 46 fifth-grade students with poor reading comprehension. Students were randomly assigned to an intervention or no treatment control condition. The 40 session (20 hr) intervention targeted reading comprehension strategy instruction in the context of informational science texts. Analyses showed statistically significant effects favoring the intervention on two proximal measures (i.e., measures closely related to the intervention content). The effects for the outcomes were moderate (gs = 0.61 and 0.72). There were no statistically significant differences on distal measures (i.e., measures less closely aligned with the intervention). The findings provide support for the efficacy of a reading comprehension intervention that may inform short-term interventions within a Response to Intervention framework.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH); Department of Education (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wechsler Individual Achievement Test
Grant or Contract Numbers: P5HD052121; H325D070082
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations