NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1173601
Record Type: Journal
Publication Date: 2018
Pages: 9
Abstractor: As Provided
ISSN: ISSN-0256-8543
A Stacked Approach to Reading Intervention: Increasing 2nd- and 3rd-Graders' Independent Reading Levels with an Intervention Program
Young, Chase; Durham, Patricia; Rosenbaum-Martinez, Crystal
Journal of Research in Childhood Education, v32 n2 p181-189 2018
Fifty 2nd- and 3rd-grade students identified as experiencing difficulty reading were randomly assigned to experimental and control groups. In the experimental group, students received a reading intervention called Read Two Impress for a total of 360 min. Students in the control continued to receive regular instruction from their teacher. A 2 × 3 repeated measure analysis of variance revealed significant main effects, and a post hoc analysis of mean difference effects size showed that students who received the intervention experienced a medium effect (d = 0.71) on their independent reading levels, whereas the control group experienced a small effect (d = 0.40). Both groups showed a slight decrease 2 months after the completion of the study. Implications for instruction are also discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A