Journal article icon

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 significan...

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

Actions


Access Document


Files:
Publisher copy:
10.1080/10888438.2017.1318393

Authors


More by this author
Department:
St. John’s College
Role:
Author
More by this author
Department:
Oxford, SSD, Education
Role:
Author
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
Paper number:
5

Terms of use


Metrics


Views and Downloads






If you are the owner of this record, you can report an update to it here: Report update to this record

TO TOP