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ERIC Number: EJ1211107
Record Type: Journal
Publication Date: 2018
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1057-3569
Effects of Reading Comprehension and Vocabulary Intervention on Comprehension-Related Outcomes for Ninth Graders with Low Reading Comprehension
Solis, Michael; Vaughn, Sharon; Stillman-Spisak, Stephanie J.; Cho, Eunsoo
Reading & Writing Quarterly, v34 n6 p537-553 2018
This experimental study examined the efficacy of a multicomponent reading intervention compared to a business-as-usual comparison condition on the reading comprehension and content area vocabulary outcomes of adolescent students with low reading comprehension. We randomly assigned 9th-grade students with low reading comprehension to a researcher-provided intervention (n = 51) or a business-as-usual comparison (n = 49) group. Reading interventionists provided weekly instruction for 2 semesters (M = 114 hr) to small groups of students (M = 5). We estimated intervention effects for each outcome measure using repeated measures analyses of covariance (ANCOVAs) for measures of reading and vocabulary. Results indicated statistically significant differences between students in the intervention and comparison conditions on measures of vocabulary and on the Test of Sentence Reading Efficiency and Comprehension (TOSREC) and no differences on the Woodcock--Johnson III Passage Comprehension subtest. Repeated measures ANCOVAs indicated large effect sizes on vocabulary measures between intervention and comparison students on multiple-choice and free response items (?p[superscript 2] = 0.16 and 0.19, respectively) and small effect sizes on the TOSREC (?[superscript p2] = 0.02).
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 9; High Schools; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement; Gates MacGinitie Reading Tests
IES Funded: Yes
Grant or Contract Numbers: R305F100013