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ERIC Number: EJ785594
Record Type: Journal
Publication Date: 2008-Jan
Pages: 30
Abstractor: Author
Reference Count: 43
ISSN: ISSN-0270-2711
Reading Comprehension: Effects of Individualized, Integrated Language Arts as a Reading Approach with Struggling Readers
Thames, Dana G.; Reeves, Carolyn; Kazelskis, Richard; York, Kathleen; Boling, Charlotte; Newell, Kavatus; Wang, Ying
Reading Psychology, v29 n1 p86-115 Jan 2008
This study examined the effects of individualized, integrated language arts as a reading approach on struggling readers' comprehension scores obtained from oral narrative, silent narrative, and silent expository passages at three levels: below-grade, on-grade, and above-grade levels. Students (N = 93) in grades four through eight, who were reading below grade level, participated in the study. Treatment group students (n = 51) received individualized, integrated language arts as a reading approach once a week in place of basal reading instruction. Comparison group students (n = 42) received basal reading instruction for the duration of the study. Multivariate analysis of covariance was used to analyze posttest Analytical Reading Inventory (ARI) comprehension scores. Several statistically significant (p less than 0.001) differences in comprehension performance were found for on-grade-level scores and for above-grade-level scores, but few differences were found between treatment and comparison groups on below-grade-level scores. All statistically significant differences favored students in the treatment group. The findings of the study strongly suggest that the use of individualized, integrated language arts as a method for teaching reading is an effective approach for improving the reading comprehension performance of struggling readers. (Contains 5 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A