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1.
Abstract

In this study, we compared the effects of two experimental multiple-strategy approaches (content-area comprehension and vocabulary) to typical fourth-grade social studies instructional practices. An 18-week, cluster-randomized study was conducted to estimate effects measured by normative-referenced reading comprehension and vocabulary measures and researcher- and district-developed measures of social studies vocabulary and content. Forty-eight teachers and their respective 903 students from 15 schools were randomly assigned by school to one of three conditions: content vocabulary, content reading comprehension, or typical practice. Experimental teachers participated in 6 professional development sessions over 21 weeks. Structural equation modeling results indicated reliable differences favoring both experimental conditions over typical practice on the social studies content measure and substantively important effects on content and standardized vocabulary measures. Students in the vocabulary intervention also outperformed typical practice peers on the curriculum-based vocabulary assessment. Effects of the comprehension and vocabulary conditions were comparable except for the significant effect of vocabulary on the curriculum-based vocabulary measure. Effect sizes for teaching quality on the standardized comprehension measure ranged from d = .26 to .32; however, these effects were not statistically significant.  相似文献   

2.
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   

3.
Abstract

In this experimental study, we examined the effects of a technology-mediated intervention to improve students’ understanding of academic vocabulary and its impact on measures of vocabulary and comprehension. The Vocabulators program was implemented in two states involving 24 teachers and 200 third-grade students identified as in need of supplemental vocabulary instruction. Individual students within each classroom were randomly assigned to treatment (n?=?100) or typical instructional practices (n?=?100) conditions. In the treatment condition, students received, on average, 29 lessons on vocabulary and comprehension. Results of linear regression analyses showed statistically significant and practical effects on experimenter-developed proximal measures of decoding (ES = 0.52), expressive vocabulary (ES = 0.78), receptive vocabulary (ES = 0.51), and near transfer measures of understanding vocabulary in sentences (ES = 0.65), and informational text comprehension (ES = 0.28). Group performance did not differ statistically on near transfer measures of sentence verification with vocabulary and narrative text comprehension as well as distal standardized measures of general vocabulary or reading comprehension. Findings suggest the potential impact of technology-based vocabulary/comprehension lessons to supplement typical instruction.  相似文献   

4.
Abstract

A two-cohort cluster-randomized trial was conducted to estimate effects of small-group supplemental vocabulary instruction for at-risk kindergarten English learners (ELs). Connections students received explicit instruction in high-frequency decodable root words, and interactive book reading (IBR) students were taught the same words in a storybook reading context. A total of 324 EL students representing 24 home languages and averaging in the 10th percentile in receptive vocabulary completed the study (Connections n = 163 in 75 small groups; IBR n = 161 in 72 IBR small groups). Although small groups in both conditions made significant immediate gains across all measures, Connections students made significantly greater gains in reading vocabulary and decoding (d =.64 and.45, respectively). At first-grade follow-up, longer-term gains were again greater for Connections students, but with smaller effect sizes (d =.29 and.27, respectively). Results indicate that explicit Connections instruction features designed to build semantic, orthographic, and phonological connections for word learning were effective for improving proximal reading vocabulary and general decoding; however, increases in root word reading vocabulary did not transfer to general vocabulary knowledge.  相似文献   

5.
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6.
Abstract

The current study examined the effects of a silent rapid reading skills training intervention on the reading rate and reading achievement of primary school students in China in order to determine the efficacy of the intervention and explore potential gender differences. A total of 108 Chinese primary school students were randomly assigned by the classroom to either an experimental (n = 54) or control (n = 54) condition. Students in the experimental group completed 12 sessions of rapid reading skills training designed to increase their ability to rapidly read Chinese text in silence. Students in the control group engaged in regular Chinese language curriculum for the same time period. After the three-week intervention period, students in the experimental group displayed significantly greater silent reading speed of Chinese characters (M?=?1331.26 characters per minute) compared to students in the control group (M?=?617.48 characters per minute; p?<?.001). Children in the intervention group also displayed a significantly greater effective reading rate (F = 87.11, p?<?.001, partial η2?=?0.46) at post-test compared to the control. Male students displayed greater increases in reading speed than female students. Neither intervention effect nor gender difference was evident for reading comprehension. Implications for educational interventions designed to increase silent reading speed among Chinese students are discussed.  相似文献   

7.
Promising methods of reading instruction for elementary school students incorporate peer-assisted learning routines and reading strategies. In addition, models of reading comprehension point to the importance of various determinants of reading competence such as reading fluency and vocabulary knowledge. Multicomponent reading intervention programs need to be evaluated to determine IF and HOW they unfold their effects on the reading competence of elementary school students on the basis of such theoretical and empirical models. Accordingly, the present study was designed as a quasi-experimental study of a 20-lesson peer-assisted and strategy-based multicomponent intervention for whole-class instruction in elementary school. Linear mixed models and latent growth models were used to analyze the longitudinal data (pre-, post- and follow-up test) on the reading competencies (reading fluency, vocabulary knowledge, reading strategy competence, reading comprehension) and intrinsic reading motivation of students in the intervention (N = 187) and control group (N = 177). The results showed an interaction between the groups and the change in reading comprehension, indicating a significantly increased score in the intervention group at the posttest (d = 0.15) but not at the follow-up test (d = 0.12). The results of the latent growth model point to the importance of designing interventions that explicitly integrate reading strategies, reading fluency and vocabulary knowledge and also foster intrinsic reading motivation. In addition, reading fluency was revealed to be the strongest predictor of reading comprehension and the change in fluency over time was closely linked to reading comprehension development.  相似文献   

8.
Abstract

Although readers theater has traditionally been recommended as a method for improving reading fluency, this 18-week quasi-experimental study examined the effects of a readers theater instructional protocol that updates and expands on traditional approaches by adding specific tasks that engage students in various reading comprehension and vocabulary activities. Because the students were not randomly assigned to either condition, propensity score matching was used to minimize potential bias between the groups. After the matching procedure, the overall total of second-grade students decreased from 145?to 76. A repeated-measures analysis of variance was conducted for all three measures. The results revealed statistically significant time effects on all three measures of the Gates-MacGinitie Reading Test, including decoding, word knowledge, and reading comprehension. Only the reading comprehension measure was qualified by an interaction effect, and the results favored the readers theater treatment group. Implications for instruction and future research are discussed.  相似文献   

9.
Abstract

The purpose of this study was to examine the extent to which teacher ratings of behavioral attention predicted responsiveness to word reading instruction in first-grade and third-grade reading comprehension performance. Participants were 110 first-grade students identified as at risk for reading difficulties who received 20 weeks of intensive reading intervention in combination with classroom reading instruction. Path analysis indicated that teacher ratings of student attention significantly predicted students’ word reading growth in first grade even when they were competed against other relevant predictors (phonological awareness, nonword reading, sight word efficiency, vocabulary, listening comprehension, hyperactivity, nonverbal reasoning, and short-term memory). Also, student attention demonstrated a significant indirect effect on third-grade reading comprehension via word reading but not via listening comprehension. Results suggest that student attention (indexed by teacher ratings) is an important predictor of at-risk readers’ responsiveness to reading instruction in first grade and that first-grade reading growth mediates the relationship between students’ attention and their future level of reading comprehension. The importance of considering ways to manage and improve behavioral attention when implementing reading instruction is discussed.  相似文献   

10.
This study investigates the effects and feasibility of an intervention for first-grade students at risk for reading difficulties or disabilities (RD). The intervention was provided by general education classroom teachers and consisted of 15 min whole-class comprehension lessons (Tier 1) and 30 min Tier 2 intervention sessions in word reading, comprehension, and text reading. First-grade teachers (n = 21), with 4–5 students at risk for reading difficulties and potential reading disability were randomly assigned to treatment or typical practice comparison conditions. Significant group differences were detected on all measures of word reading, decoding, and fluency. Effect sizes were educationally important for all measures of word reading, decoding, and reading comprehension; however, effects on standardized measures were smaller than those in prior studies with similar students in which intervention was typically provided outside the regular classroom. An exploratory analysis indicated that students at different parts of the pretest and posttest distributions responded more and less positively to the intervention, providing insights that may help guide future revisions. The study provides preliminary evidence of the intervention's promise for positively impacting student outcomes.  相似文献   

11.
This study examined the effects of reading interventions from single‐case design studies for students with and at‐risk of emotional and behavioral disorders in grades K–12 using a quantitative synthesis. Seventeen studies met the selection criteria of having one more dependent variables meeting what works clearinghouse (WWC) design standards with or without reservations. Although students’ reading performance significantly improved from baseline to intervention phases (p < 0.001), the overall weighted average effect size was weak (Tau‐U = 0.58, 95% confidence interval = [0.54, 0.63]; d = 0.29); smaller effects were found on reading comprehension. Interventions were less effective for students in secondary grades, students with a comorbid disability, and students in substantially separate settings. While no studies meeting the selection criteria were conducted in inclusive settings, the teacher provided interventions were more effective than those provided by researchers suggesting the importance of the student–teacher relationship for reading instruction. Study limitations, areas for future research, and implications for school practices are discussed.  相似文献   

12.
Abstract

We provide data 3 to 4 years postintervention for four samples of English language learners from two sequential Grade 1 cohorts who received supplemental Grade 1 reading interventions in Spanish or English and for whom the language of instruction for intervention was matched with language of core reading instruction. Participants were 300 students at risk for reading difficulties who were randomly assigned to intervention or comparison groups; there were 186 students from the four samples assessed in both languages (Spanish, English) 3 or 4 years after intervention completion (Spring Grade 4 or 5). Findings from the Spanish study revealed few statistically significant differences in favor of intervention students on Spanish measures, although effect sizes generally favored this group (median d = +0.33). Findings from the English study also revealed few statistically significant differences in favor of intervention students, though again, effect sizes were positive (median d = +0.23). Transfer effects were generally small, though nearly all were positive. Although the effects were small, receipt of intervention in Grade 1 was associated with clinically significant gains in a variety of literacy-related domains 3 to 4 years after the termination of supplemental instruction.  相似文献   

13.
We investigate the impact of a relatively brief cross-curricular intervention, Word Generation, on middle school students' development of taught academic vocabulary. Students (n = 8382) in forty-four middle schools in three urban districts were randomly assigned to treatment or control conditions. Treatment teachers implemented the program with minimal support and varying levels of commitment. Students in treatment schools scored almost a point higher on the curriculum-based vocabulary posttests than those in control schools (Hedges's g = 0.094, p < 0.05). Though there was no main treatment effect on the standardized measures of students' general vocabulary knowledge or reading comprehension, baseline-by-treatment interactions at the school and student level acted to attenuate the Matthew Effect in reading and vocabulary growth.  相似文献   

14.
The objective of the present study was to evaluate the extent to which students who took a computer adaptive test of reading comprehension accounting for testlet effects were administered fewer passages and had a more precise estimate of their reading comprehension ability compared to students in the control condition. A randomized controlled trial was used whereby 529 students in Grades 4–8 and 10 were randomly assigned to one of two conditions, both of whom took a computerized adaptive assessment of reading comprehension. Participants in the experimental condition had ability scores estimated as a function of an item response model, which accounted for item-dependence effects in the reading assessment, whereas control students took a version where item-dependence effects were not controlled. Results indicated that examinees in the experimental condition took fewer passages (average Hedges' g = 0.97) and had more reliable estimates of their reading comprehension ability (average Hedges' g = 0.60). Findings are discussed in the context of potential time savings in assessment practices without sacrificing reliability.  相似文献   

15.
Abstract

This study evaluated the effects of integrating science and social studies vocabulary instruction into shared book reading with low-income preschool children. Twenty-one preschool teachers and 148 children from their classrooms were randomly assigned at the class level to either the Words of Oral Reading and Language Development (WORLD) intervention or a practice-as-usual condition. Children were screened and selected to approximate three vocabulary levels (15th, 30th, and 50th). WORLD teachers implemented the intervention in small groups of 5 to 6 students, 5 days per week, 20 minutes per session, for 18 weeks. Findings from multilevel models indicated statistically and practically significant effects of the WORLD intervention on standardized measures of receptive vocabulary (δT = 0.93) and on researcher-developed measures of expressive (δT = 1.01) and receptive vocabulary (δT = 1.41). The WORLD intervention had an overall main effect, regardless of entry-level vocabulary, a finding that speaks to its potential applicability in preschool classrooms.  相似文献   

16.
Testing a component model of reading comprehension in a randomized controlled trial, we evaluated the efficacy of 4 interventions that were designed to target components of language and metacognition that predict children’s reading comprehension: vocabulary, listening comprehension, comprehension of literate language, academic knowledge, and comprehension monitoring. Third- and 4th-graders with language skills falling below age expectations participated (N = 645). Overall, the component interventions were only somewhat effective in improving the targeted skills, compared to a business-as-usual control (g ranged from ?.14 to .33), and no main effects were significant after correcting for multiple comparisons. Effects did not generalize to other language skills or to students’ reading comprehension. Moreover, there were Child Characteristic × Treatment interaction effects. For example, the intervention designed to build sensorimotor mental representations was more effective for children with weaker vocabulary skills. Implications for component models of reading and interventions for children at risk of reading comprehension difficulties are discussed.  相似文献   

17.
ABSTRACT

The authors outline results of 3 studies conducted to examine the structure of disciplinary knowledge from reading measured through proximity data. In Study 1, 168 third-grade students were asked to read a science text and rate the relationships of keywords from the passage. From these ratings, comprehension scores were calculated that related well to a free-recall measure of science reading comprehension and differentiated poor and proficient readers. In Study 2, 176 third-grade students were given the proximity data measure on science text along with measures of prior knowledge, questioning, and text searching. In Study 3, 160 ninth-grade students were given the proximity data measure after reading a social studies text that varied on the presence of text signals and familiarity. The findings of this study extend the literature on the cognitive processing that contributes to higher order comprehension of information text among elementary and secondary students.  相似文献   

18.
ABSTRACT

Numerous studies have identified isolated elements for successfully teaching early reading. However, very few studies have examined the effect of early reading programs that use a combination of multiple research-based practices. A 4-year longitudinal study starting with 243 students was conducted to determine the effects of the Reading in Motion reading program on standardized measures of students’ reading skills. The program provided students from kindergarten through Grade 3 arts-based instruction in reading that teaches phonemic awareness, systematic phonics, and oral reading fluency using small groups and peer-assisted instruction with frequent, corrective feedback. Although the two groups were nearly identical upon entering kindergarten, the at-risk treatment students (N = 57) significantly outperformed control students (N = 48) at the end of kindergarten and Grades 1 and 2.  相似文献   

19.
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   

20.
Abstract

The purpose of this study was to investigate the efficacy of an 18-week program of direct and extended vocabulary instruction with kindergarten students on both proximal measures of target word knowledge and transfer measures of generalized language and literacy. A second purpose was to examine whether treatment effects would be moderated by initial receptive vocabulary knowledge measured at pretest. In a quasi-experimental design, 80 kindergarten students from schools serving large at-risk populations were taught the meanings of 54 vocabulary words within interactive story read alouds over 36 half-hour instructional lessons (2 lessons per week over 18 weeks). An additional 44 students served as a no-treatment control. Findings indicated that students who received vocabulary instruction outperformed controls on a measure of target word knowledge as well as measures of generalized receptive vocabulary and listening comprehension. In addition, initial receptive vocabulary was strongly related to posttest performance on all measures. Implications are discussed in relation to supporting vocabulary development in the early grades within a multitier framework of instruction and intervention.  相似文献   

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