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ERIC Number: EJ1152113
Record Type: Journal
Publication Date: 2017
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1088-8438
Reading Intervention for Poor Readers at the Transition to Secondary School
Clarke, Paula J.; Paul, Shirley-Anne S.; Smith, Glynnis; Snowling, Margaret J.; Hulme, Charles
Scientific Studies of Reading, v21 n5 p408-427 2017
This study evaluated two 20-week reading interventions for pupils entering secondary school with reading difficulties. The interventions were delivered by trained teaching assistants (three 35-min sessions per week). 287 pupils (ages 11-13) from 27 schools were randomly allocated to three groups: reading intervention (targeting word recognition and decoding skills), reading intervention plus comprehension, or a waiting list control group. Neither intervention produced statistically significant gains in word reading but the reading intervention plus comprehension intervention produced significant gains in reading comprehension (d = 0.29) and vocabulary (d = 0.34). Further evaluations of methods to improve word reading in this population are needed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Identifiers - Assessments and Surveys: Wechsler Individual Achievement Test; Wechsler Intelligence Scales Short Forms
Grant or Contract Numbers: N/A