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1.
The current study examines the impact of a three-week precision teaching (PT) intervention programme through the Irish language on a group of primary school pupils’ Irish reading fluency. The study employed a mixed factorial experimental design. Thirty-six Irish primary school pupils who were learning Irish as a second language were recruited for this study. Participants were divided evenly into two groups: experimental and control (N?=?18). Participants completed tests of isolated sight word reading fluency and contextualised reading fluency before and after the PT intervention programme. The experimental group was exposed to the PT programme, which focused on isolated Irish vocabulary, while the control group experienced typical teaching of Irish. The results of a one-way multivariate analysis of variance and a series of dependent-samples t-tests revealed that in contrast to the control group, the experimental group exhibited a significant increase in both isolated sight word reading fluency and contextualised reading fluency following the intervention. This study emphasises the potential value of utilising PT to aid second language learning, not only for increasing isolated sight word reading fluency, but also for enhancing contextualised reading fluency.  相似文献   

2.
ABSTRACT

The authors’ purpose was to explore the effects of a supplementary, guided, silent reading intervention with 80 struggling third-grade readers who were retained at grade level as a result of poor performance on the reading portion of a criterion referenced state assessment. The students were distributed in 11 elementary schools in a large, urban school district in the state of Florida. A matched, quasi-experimental design was constructed using propensity scores for this study. Students in the guided, silent reading intervention, Reading Plus, evidenced higher, statistically significant mean scores on the Florida Comprehensive Assessment Test criterion assessment measure of reading at posttest. The effect size, favoring the guided, silent reading intervention group was large, 1 full standard deviation, when comparing the 2 comparison groups’ mean posttest scores. As such, the results indicate a large advantage for providing struggling third-grade readers guided silent reading fluency practice in a computer-based practice environment. No significant difference was found between the treatment and control group on the Stanford Achievement Test–10 (SAT-10) posttest scores, although posttest scores for the treatment group trended higher than the control. After conducting a power analysis, it was determined that the sample size (n = 80) was too small to provide sufficient statistical power to detect a difference in third-grade students’ SAT-10 scores.  相似文献   

3.
Repeated reading (RR) is a common fluency intervention, but recent studies comparing RR to continuous reading (CR; i.e., wide reading) found no significant differences in effects. This prompts the question of whether the mechanism that improves skills is repeatedly reading portions of connected text, or simply reading connected text. The current study examined the differential effectiveness of RR and CR for increasing oral reading fluency rate (ORF) and comprehension of 40 students in second and third grades, randomly assigned to receive the RR or CR intervention. Students in both conditions received a standardized amount of practice (dosage) in the form of number of words read during each intervention session. All but two participants increased their ORF and there were no significant differences between groups on posttest ORF or broad comprehension. Moreover, students with the highest pretest scores made slightly more growth regardless of condition. Students in the RR group demonstrated significantly higher comprehension of practiced passages and students in the CR condition reported significantly higher levels of intervention acceptability. Implications for reading fluency intervention research and practice are discussed.  相似文献   

4.
In this paper, we investigated whether student reading comprehension could be improved with help of a teacher Professional Development (PD) program targeting goals, data use, and instruction. The effect of this PD program on 2nd- and 3rd-grade student achievement was examined using a pretest-posttest control group design. Applying propensity score matching, 35 groups in the experimental condition were matched to 35 control groups. Students in the experimental condition (n = 420) scored significantly higher on a standardized assessment than the control condition (n = 399), the effect size being d = .37. No differential effects of the PD program were found in relation to initial reading performance or grade. Different model specifications yielded similar albeit smaller effect sizes (d = .29 and d = .30). At the end of the program, students in the experimental condition were more than half a year ahead of students in the control condition.  相似文献   

5.
Abstract

?Multitiered systems of reading instruction and intervention, including response to intervention, are widely used in early reading by schools to provide more intense services to students who need them. Research using randomized controlled trials has compared innovative Tier 2 interventions to business-as-usual Tier 2 approaches and established a number of important components that compose effective Tier 2 interventions in early reading. The purpose of this study was to test the impact of a Tier 2 intervention with Tier 2 compared to Tier 1 instruction alone using regression discontinuity. A cut score was used to assign first-grade students at risk for reading difficulties to Tier 2 intervention plus Tier 1 instruction. Students who missed the cut score in the control group received Tier 1 instruction only. Students in the treatment group, just below the cut score, made greater gains on the SAT10 total score and the individual subtests than students just above the cut score. Outcomes were not significant on oral reading fluency.  相似文献   

6.
In this experimental study we examined the effects of a technology-mediated, multicomponent reading comprehension intervention, Comprehension Circuit Training (CCT), for middle school students, the majority of whom were struggling readers. The study was conducted in three schools, involving three teachers and 228 students. Using a within-teacher design, middle school teachers' reading classes were randomly assigned to treatment (n = 9) or business as usual (n = 7) conditions. In the CCT condition, students received, on average, 39 lessons of video-modeled instruction in word reading, vocabulary, and comprehension instruction during reading intervention classes. Results of multilevel structural equation models indicated statistically significant effects favoring the CCT condition on three measures: reading comprehension latent variable (ES = 0.14), proximal vocabulary (ES = 0.43), and silent reading efficiency (ES = 0.28). Subgroup analyses indicated that students with lower entry-level reading comprehension tended to benefit more from the CCT intervention in reading comprehension, silent reading efficiency, and state test scores.  相似文献   

7.
Seventy‐four students read passages from an individually administered test of reading comprehension (a subtest from the Test of Dyslexia, a test of reading and related abilities currently in development; McCallum & Bell, 2001), and then answered literal and inferential questions. Students were randomly assigned to one of two conditions; 39 students read the passages silently and 35 read orally, with time recorded for each passage read. Comprehension and time were dependent measures for a Multivariate Analysis of Covariance (MANCOVA) and two follow‐up Analyses of Covariance (ANCOVA). After controlling for reading ability, results from the MANCOVA showed a significant combined effect ( p < .05); however, a comparison of mean reading comprehension scores showed no significant difference between silent readers and oral readers ( p > .05). On the other hand, with reading ability controlled, silent readers took significantly less time to complete passages compared to those who read orally ( p < .02). In fact, students took 30% longer to read orally than silently, on average. When test directions do not specify either oral or silent reading and error analysis is not a goal, testing will be more efficient via silent responding with no loss of comprehension. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 241–246, 2004.  相似文献   

8.
A quasi-experimental research design was used to investigate the effectiveness of synthetic phonics in the development of early reading skills among struggling young English as a second language (ESL) readers in a rural school. The pretest and posttest, adapted from the Phonological Awareness Literacy Screening (PALS) for Preschool Students and Grades 1 to 3 tests, assessed children’s early reading skills. A semi-structured interview was used to gather information. The findings indicated that the performance of students in the experimental group in decoding was significantly higher in the posttest, where t(39) = 31.441, p < .00005. Likewise, in comprehension, the experimental group achieved significantly higher scores in the posttest, where t(39) = 15.322, p < .00005. There was a significant difference in the achievement between the two groups, where t(78) = 31.010, p < .00005. This indicates that synthetic phonics could be effective in developing early reading skills for struggling readers.  相似文献   

9.
The results of Fast ForWord® training on English decoding-related skills were examined. Finnish fifth-grade students were identified as having reading fluency problems and poor skills in English as a foreign language learned at school and were randomly assigned to either a training group (TRG) or a control group. The TRG (n?=?13) received 50?min of daily computer program-based training for a period of approximately 10 weeks. Students in the first control group (n?=?11) received the school’s regular instructional programme. A second control group was composed of 14 average readers. The students’ English skills were examined in pre-test, post-test and follow-up measurements. The TRG students saw an acceleration in decoding-related skills. The educational implications of the results are discussed.  相似文献   

10.
This study aimed to investigate the effectiveness of cognitive strategy instruction (CSI) on Chinese reading comprehension of Hong Kong low achieving students. A total of 88 Grade 7 students from four intact Chinese language remedial groups were randomly assigned to treatment and control conditions. Students in the treatment group received a 6-week Chinese CSI Program in their regular Chinese language lessons. The findings in this study generally supported that the Program had a positive impact on the reading development of low achieving students. Students who received strategy instruction made superior gains in comprehension performance, used more strategies during their reading process, had more knowledge about, strategy use, and showed a more positive attitude toward the reading instruction than did their peers who received traditional Chinese language instruction. Students’ improvements on their strategy use and reading comprehension were maintained 4 months after the termination of the Program. However, the positive treatment effects of the Program were not transferred to other school subject materials, and students’ reading motivation did not have significant changes after the Program. Factors contributing to the success of the Program as well as its limitations are discussed.  相似文献   

11.
ABSTRACT

This randomized control trial study evaluated the effectiveness of the solution-focused approach in addressing academic, motivational, and socioemotional needs of 14 children with reading difficulties. The intervention group received five 40-min solution-focused sessions. The control group received academic homework support. Results showed advantages for the intervention condition in 26 out of 38 measures. The mean eta-squared effect size for intervention was .20 (very) large. For the control group, there were only 10 effects favoring it and the mean was .09, a medium sized effect, both significantly greater than 0 (p < .01). Comparisons of the solution-focused brief therapy (SFBT) effect sizes to the mean of the control showed it was significantly larger (p < .001), confirming that SFBT was an efficacious intervention in this sample.  相似文献   

12.
The authors' purpose was to examine adolescents' reading motivation in relation to standardized assessments of reading comprehension and fluency. After a reading pretest, 60 ninth-grade students (M age = 14.9 years) were randomly assigned to two groups. Compared to those in the control condition, those administered brief oral feedback intended to improve motivation indicated an increased focus on mastery goals and greater perceived control during a reading posttest. No differences were found with regard to four other aspects of motivation. Students in the treatment condition, including struggling readers more specifically, did not score better on the posttest measures of reading comprehension or fluency. Hence, results failed to replicate Zentall and Lee's (2012 Zentall, S. S., &; Lee, J. (2012). A reading motivation intervention with differential outcomes for students at risk for reading disabilities, ADHD, and typical comparisons: ‘Clever is and clever does’. Learning Disability Quarterly, 35, 248–259. doi:10.1177/0731948712438556[Crossref], [Web of Science ®] , [Google Scholar]) findings with younger readers. Findings are discussed with regard to the theoretical and practical implications for understanding reading motivation.  相似文献   

13.
Worldwide, considerable emphasis is currently being placed on the provision of appropriate classroom-based preventative interventions and in-class literacy support, in preference to withdrawal methods of educational support. Many schools in Ireland are currently implementing Literacy Lift-Off in their classrooms. Literacy Lift-Off is an adaption of the well-known Reading Recovery programme. The current study aims to establish whether Literacy Lift-Off improves students’ literacy skills. It further seeks to determine what impact Literacy Lift-Off has on students’ reading self-concept levels. Ninety-two students aged between five years and six years six months (52 boys, 40 girls) attending four Senior Infant classes were recruited for this study. Two class groups were randomly chosen to act as an intervention cohort (n = 47) and two class groups were randomly chosen to act as a wait-list control cohort (n = 45). This experimental study evaluated the Literacy Lift-Off intervention on students’ letter identification, word attack skills, word reading, and reading self-concept beliefs. Intervention students were compared with control students who did not receive the Literacy Lift-Off intervention at pre-test and post-test levels. Results showed that while both groups showed significant change on all dependent variables from pre-intervention to post-intervention, those in the experimental group showed significantly more improvement on word attack skills, word reading and reading self-concept beliefs. This study showed that a whole-class reading recovery programme can be effective in improving literacy skills and reading self-concept.  相似文献   

14.
Yuyang Cai 《教育心理学》2017,37(2):192-204
Many arguments have been advanced in the context of the predictive correlation between learning strategies and reading achievement. There is insufficient understanding, however, of the subtle ways in which different types of learning strategies (i.e. memorisation, elaboration and control strategies) function in facilitating students’ reading achievement. A post hoc analysis was performed to examine this issue among Chinese and Finnish adolescents who participated in the PISA 2009 reading programme. A multigroup structural equation modelling found the suppression pattern among the three strategies: control strategy is positively related to reading literacy and this association increases substantially once memorisation and elaboration strategies are accounted for. There is evidence that Chinese adolescents outperformed their Finnish counterparts due to larger suppression effect from elaboration. Implications for models of learning strategies and intervention are discussed.  相似文献   

15.
The present study sought to evaluate the effects of a reading strategy instructional program on the reading competence of third‐grade students. Students were instructed in fluent and strategic reading by trained research assistants in whole class settings and subsequently worked on expository text material together with peers. Their reading competence was assessed continuously: in the baseline phase prior to the intervention (4 times), while the intervention was in place (8 times), and after the end of the intervention (4 times). Additionally, reading competence in the wait list control students was assessed 8 times during the same time period. Accordingly, within‐ and between‐group comparisons of students’ test scores were conducted on the data, with both resulting in significant positive effects on the reading competence of intervention students. This research provides an example of how to strengthen the validity of quasiexperimental intervention research through the addition of design features like multiple measurement points.  相似文献   

16.

Background

Using a 1-year longitudinal design, we evaluated the effectiveness of an intervention programme to improve reading attainments among Chinese-as-a-second-language (CSL) learners. Using the simple view of reading as a theoretical framework, the intervention focused on students' orthographic knowledge, word reading and listening comprehension to facilitate reading comprehension.

Method

A total of 186 Grade 4 CSL students (mean age = 9.22, SD = 0.56) participated in the study and were grouped into the treatment (N = 96) and control (N = 90) groups. A range of Chinese language and literacy skills were assessed before and after the intervention.

Results

The path analysis showed that the intervention significantly affected orthographic knowledge, word reading and listening comprehension directly and reading comprehension indirectly through the three componential skills after controlling for nonverbal reasoning, vocabulary and autoregressors.

Conclusions

The findings suggest that orthographic knowledge, word reading and listening comprehension may be promising targets for instructing young CSL learners.  相似文献   

17.
Abstract

This study uses a regression discontinuity design to evaluate the impact of seventh-grade interventions delivered by 25 schools on the reading and school engagement outcomes of struggling readers. Students in participating schools were assigned to intervention (n?=?1,495) or comparison (n?=?4,397) conditions, based on their state reading performance and reading fluency scores in sixth grade. On the state reading test, intervention impact favoring the treatment group approached, but did not reach, statistical significance (p?=?.056, g?=?.15). On a measure of reading fluency, there was a significant interaction between the cut points schools chose for condition assignment and intervention impact (p?=?.015). In schools that chose a lower cut point, intervention students outperformed comparison students, while in schools that chose a higher cut point, comparison students outperformed intervention students. On a student self-report measure of school engagement, no significant differences between the intervention and comparison groups were observed (p?=?.83, g?=?.02). Implications for rigorous evaluation of interventions implemented by districts and schools under naturalistic conditions are discussed.  相似文献   

18.
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19.
This study examined the effect of improvements in timing/rhythmicity on students' reading achievement. 86 participants completed pre‐ and post‐test measures of reading achievement (i.e., Woodcock‐Johnson III, Comprehensive Test of Phonological Processing, Test of Word Reading Efficiency, and Test of Silent Word Reading Fluency). Students in the experimental group completed a 4‐week intervention designed to improve their timing/rhythmicity by reducing the latency in their response to a synchronized metronome beat, referred to as a synchronized metronome tapping (SMT) intervention. The results from this non‐academic intervention indicate the experimental group's post‐test scores on select measures of reading were significantly higher than the non‐treatment control group's scores at the end of 4 weeks. This paper provides a brief overview of domain‐general cognitive abilities believed effected by SMT interventions and provides a preliminary hypothesis to explain how this non‐academic intervention can demonstrate a statistically significant effect on students' reading achievement scores. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 849–863, 2007.  相似文献   

20.
The aim of the present study is to evaluate the effect of MultiFunk, a computer program designed to assist reading, on the reading and spelling proficiency of struggling readers. Fifty‐two below‐average readers and spellers, in grades 5, 6 and 7, were randomly assigned as experimental and control groups (N?=?26?+?26). In addition, 114 classmates, who read normally, were included to compare changes in basic literacy development during the intervention. A pre‐test, intervention, post‐test, control‐group design was used to evaluate the effects of the software, using texts to suit the pupils’ own choices and interests. The findings indicate that computerized assistive reading has the potential to aid and support the development of basic literacy skills in a broad group of struggling readers and spellers. Issues concerning the MultiFunk text‐to‐speech technology are discussed.  相似文献   

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