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ERIC Number: EJ1208260
Record Type: Journal
Publication Date: 2019-Mar
Pages: 25
Abstractor: As Provided
ISSN: ISSN-0013-5984
The Impact of Adaptive, Web-Based, Scaffolded Silent Reading Instruction on the Reading Achievement of Students in Grades 4 and 5
Spichtig, Alexandra N.; Gehsmann, Kristin M.; Pascoe, Jeffrey P.; Ferrara, John D.
Elementary School Journal, v119 n3 p443-467 Mar 2019
This randomized controlled trial examined the impact of adaptive, web-based, scaffolded silent reading instruction on 426 fourth- and fifth-grade students in an urban US school district. Reading proficiency was evaluated in the fall and spring using the Group Reading Assessment Diagnostic Evaluation (GRADE) and an eye movement recording system (Visagraph). Fall GRADE scores and demographic factors were used to pair students. One member of each pair was then randomly assigned to the treatment or control condition and their pair to the alternate condition. During scheduled 25-minute supplemental literacy blocks, students in the control group received "business-as-usual" reading instruction, whereas the treatment group engaged in scaffolded silent reading instruction. Structural equation modeling indicated that scaffolded silent reading instruction produced significantly larger gains on measures of reading efficiency in grade 4 and significantly larger gains on the GRADE reading achievement measures in grade 5. Implications for practice and future research are discussed.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A