Reading intervention for poor readers at the transition to secondary school
Journal article
Clarke, Paula J., Paul, Shirley A.S., Smith, Glynnis, Snowling, Margaret J. and Hulme, Charles. (2017). Reading intervention for poor readers at the transition to secondary school. Scientific Studies of Reading. 21(5), pp. 408 - 427. https://doi.org/10.1080/10888438.2017.1318393
Authors | Clarke, Paula J., Paul, Shirley A.S., Smith, Glynnis, Snowling, Margaret J. and Hulme, Charles |
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Abstract | This study evaluated two 20-week reading interventions for pupils entering secondary school with reading difficulties. The interventions were delivered by trained teaching assistants (three 35-min sessions per week). 287 pupils (ages 11–13) from 27 schools were randomly allocated to three groups: reading intervention (targeting word recognition and decoding skills), reading intervention plus comprehension, or a waiting list control group. Neither intervention produced statistically significant gains in word reading but the reading intervention plus comprehension intervention produced significant gains in reading comprehension (d = 0.29) and vocabulary (d = 0.34). Further evaluations of methods to improve word reading in this population are needed. |
Year | 2017 |
Journal | Scientific Studies of Reading |
Journal citation | 21 (5), pp. 408 - 427 |
Publisher | Routledge |
ISSN | 1088-8438 |
Digital Object Identifier (DOI) | https://doi.org/10.1080/10888438.2017.1318393 |
Scopus EID | 2-s2.0-85019252624 |
Page range | 408 - 427 |
Research Group | Institute for Learning Sciences and Teacher Education (ILSTE) |
Publisher's version | File Access Level Controlled |
Place of publication | United States of America |
https://acuresearchbank.acu.edu.au/item/89v37/reading-intervention-for-poor-readers-at-the-transition-to-secondary-school
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