Reading Intervention for Poor Readers at the Transition to Secondary School |
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| Authors: | Paula J Clarke Shirley-Anne S Paul Glynnis Smith Margaret J Snowling Charles Hulme |
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| Institution: | 1. University of Leeds;2. Independent Education Consultant;3. St. John’s College, University of Oxford;4. University College London |
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| 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. |
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