Journal article
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 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.
- Publication status:
- Published
- Peer review status:
- Peer reviewed
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- Files:
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(Preview, Accepted manuscript, pdf, 311.4KB, Terms of use)
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- Publisher copy:
- 10.1080/10888438.2017.1318393
Authors
- Publisher:
- Routledge
- Journal:
- Scientific Studies of Reading More from this journal
- Volume:
- 21
- Issue:
- 5
- Pages:
- 408-427
- Publication date:
- 2017-05-16
- Acceptance date:
- 2017-04-07
- DOI:
- EISSN:
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1532-799X
- ISSN:
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1088-8438
- Keywords:
- Pubs id:
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pubs:689631
- UUID:
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uuid:a51bd6cd-94b0-4864-acbe-25ad1693313c
- Local pid:
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pubs:689631
- Source identifiers:
-
689631
- Deposit date:
-
2017-04-14
Terms of use
- Copyright holder:
- Crown copyright
- Copyright date:
- 2017
- Notes:
- Copyright © 2017 Crown copyright. This is the accepted manuscript version of the article. The final version is available online from Routledge at: https://doi.org/10.1080/10888438.2017.1318393
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