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Reading intervention for poor readers at the transition to secondary school

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 significan...

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Publication status:
Published
Peer review status:
Peer reviewed
Version:
Accepted Manuscript

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Publisher copy:
10.1080/10888438.2017.1318393

Authors


Clarke, PJ More by this author
More by this author
Department:
St. John’s College
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Department:
Oxford, SSD, Education
Education Endowment Foundation More from this funder
Publisher:
Routledge Publisher's website
Journal:
Scientific Studies of Reading Journal website
Volume:
21
Issue:
5
Pages:
408-427
Publication date:
2017-05-16
Acceptance date:
2017-04-07
DOI:
EISSN:
1532-799X
ISSN:
1088-8438
Pubs id:
pubs:689631
URN:
uri:a51bd6cd-94b0-4864-acbe-25ad1693313c
UUID:
uuid:a51bd6cd-94b0-4864-acbe-25ad1693313c
Local pid:
pubs:689631

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