ERIC Number: EJ695640
Record Type: Journal
Publication Date: 2005
Reference Count: N/A
Comparison of Two Oral Reading Feedback Strategies in Improving Reading Comprehension of School-Age Children with Low Reading Ability
Crowe, Linda K.
Remedial and Special Education, v26 n1 p32-42 Jan-Feb 2005
This study compared the effects of two oral reading feedback strategies in improving the reading comprehension of eight school-age children with low reading ability. Participants were assigned to one of two intervention groups matched on age, grade, gender, and general reading performance. Intervention 1 (I1) used traditional decoding-based feedback, and Intervention 2 (I2) used communicative reading strategies (CRS), meaning-based feedback. After 10 hours of reading intervention, participants in I2 performed significantly better than the I1 group on a formal measure of reading comprehension and on story-related comprehension questions. Moreover, the I2 group retained comprehension of story details over a longer period of time than did the I1 group. No significant differences were found between I1 and I2 in the ability to answer story-related locative, descriptive, or inferential detail questions.
Descriptors: Intervention, Reading Comprehension, Reading Ability, Reading Strategies, Oral Reading, Feedback, Reading Instruction
PRO-ED, Inc., 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202 (Toll Free).
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Reading)