ERIC Number: EJ1292025
Record Type: Journal
Publication Date: 2021
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2325-565X
EISSN: N/A
The Effects of a Comprehensive and Supplemental Middle School Reading Program
Brasseur-Hock, Irma F.; Miller, Whitney; Washburn, Jocelyn; Chroust, Alyson J.; Hock, Michael F.
International Journal for Research in Learning Disabilities, v5 n1 p25-41 2021
We present results of an evaluation of the first year of a multi-year comprehensive middle school reading program. Four public middle schools in rural Virginia with large populations of students with limited reading proficiency participated in a study to determine the reading program's impact. We evaluated 235 students with low reading achievement scores, including students with disabilities, to determine reading gains. The multi-year curriculum consisted of multiple components (word-level instruction, comprehension and vocabulary, motivation and engagement, and assessment) and seven related instructional units, each taught using explicit instruction. A quasi-experimental design was used to determine the intervention's effectiveness. Statistically significant differences were found between the experimental and comparison conditions on a standardized measure of reading achievement with some scores favoring the experimental condition. Results support, in part, the reading program's promise to improve middle school students' reading achievement scores at a level that may narrow the reading achievement gap.
Descriptors: Program Evaluation, Middle School Students, Reading Programs, Reading Instruction, Rural Schools, Low Achievement, Reading Achievement, Students with Disabilities, At Risk Students, Reading Comprehension, Vocabulary, Student Motivation, Learner Engagement, Student Evaluation, Direct Instruction, Program Effectiveness, Reading Difficulties, Effect Size, Student Characteristics, Teacher Characteristics, Faculty Development, Program Implementation, Fidelity, Grade 6, Grade 7, Grade 8
International Academy for Research in Learning Disabilities. e-mail: ijrld@bc.edu; Web site: http://www.iarld.com/home/the-journal-thalamus
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education; Elementary Education; Grade 6; Intermediate Grades; Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia
Grant or Contract Numbers: N/A