Improving reading performance for economically disadvantaged students: Combining strategy instruction and motivational support

Journal article

Ng, Chi-hung Clarence, Bartlett, Brendan, Chester, Ivan and Kersland, Susan. (2013). Improving reading performance for economically disadvantaged students: Combining strategy instruction and motivational support. Reading Psychology. 34(3), pp. 257 - 300. https://doi.org/10.1080/02702711.2011.632071
AuthorsNg, Chi-hung Clarence, Bartlett, Brendan, Chester, Ivan and Kersland, Susan
Abstract

Seventy-six fifth-year students from low-socioeconomic status backgrounds participated in three different instructional conditions in an intervention study. The first combined strategy training in top-level structuring and interrelated motivational support; the second implemented the strategy training only; and the third was a control condition where no specific training in top-level structuring or motivational support was provided. Both trained groups showed substantial improvement in their reading performance, as indicated by two different reading tests administered before and after the 6-week intervention. The control group did not show any significant improvement on these tests. Students in the combined instructional condition made most progress in reading, indicating additional value in combining both explicitly performance-linked motivational support and strategy instruction in promoting reading.

Year2013
JournalReading Psychology
Journal citation34 (3), pp. 257 - 300
PublisherRoutledge
ISSN0270-2711
Digital Object Identifier (DOI)https://doi.org/10.1080/02702711.2011.632071
Scopus EID2-s2.0-84876308140
Page range257 - 300
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationUnited States of America
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