ERIC Number: EJ684359
Record Type: Journal
Publication Date: 2005-Apr
The Effects of Theoretically Different Instruction and Student Characteristics on the Skills of Struggling Readers
Mathes, Patricia G.; Denton, Carolyn A.; Fletcher, Jack M.; Anthony, Jason L.; Francis, David J.; Schatschneider, Christopher
Reading Research Quarterly, v40 n2 p148-182 Apr 2005
This study investigated the effectiveness of combining enhanced classroom instruction and intense supplemental intervention for struggling readers in first grade. Further, it compared two supplemental interventions derived from distinct theoretical orientations, examining them in terms of effects on academic outcomes and whether children's characteristics were differentially related to an instructional intervention. One intervention (Proactive Reading) was aligned with behavioral theory and was derived from the model of Direct Instruction. The other intervention (Responsive Reading) was aligned with a cognitive theory and was derived from a cognitive-apprenticeship model. These interventions were provided to small groups of first-grade students at risk for reading difficulties. Students were assessed on various reading and reading-related measures associated with success in beginning reading. Results indicated that (a) first-grade students who were at risk for reading failure and who received supplemental instruction in the Responsive or Proactive interventions scored higher on measures of reading and reading-related skills than students who received only enhanced classroom instruction, (b) enhanced classroom instruction appeared to promote high levels of reading growth for many children at risk for reading failure, (c) the two interventions were essentially equally effective even though they reflected different theoretical perspectives, and (d) children's characteristics did not differentially predict the effectiveness of an intervention.
Descriptors: High Risk Students, Grade 1, Beginning Reading, Student Characteristics, Intervention, Comparative Analysis, Epistemology, Reading Difficulties, Instructional Effectiveness, Reading Failure, Measures (Individuals)
International Reading Association, Order Department, P.O. Box 6021, Newark, DE 19714-6021. Tel: 800-336-7323 (Toll Free); Tel: 302-731-1600; Fax: 302-737-0878; e-mail: email@example.com.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Primary Education
Authoring Institution: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/82970
IES Cited: ED504264; ED505962; ED560820