Comparison of three approaches to supplementary reading instruction for low-achieving second-grade readers.
Purpose: This research evaluated the relative effectiveness of three instructional approaches to supplementing the regular reading program for second graders with low word reading and/or pseudoword reading skills. Method: In the instructional experiment, 96 second graders with low reading achievemen...
| Published in: | Language, Speech & Hearing Services in Schools Vol. 34; no. 2; pp. 101 - 117 |
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| Main Authors: | , , , , , , , |
| Format: | clinical trial research tables/charts Journal Article |
| Published: |
American Speech-Language-Hearing Association
Apr2003
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106847256&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106847256 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01611461 LSH jtl: Language, Speech & Hearing Services in Schools issn: 01611461 maglogo: N pubinfo: dt: Apr2003 vid: 34 iid: 2 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 106847256 2003092226 10.1044/0161-1461(2003/009) 106847256 ppf: 101 ppct: 16 formats: fmt: @attributes: type: P tig: atl: Comparison of three approaches to supplementary reading instruction for low-achieving second-grade readers. aug: au: Berninger VW Vermeulen K Abbott RD McCutchen D Cotton S Cude J Dorn S Sharon T affil: 322 Miller, Box 353600, University of Washington, Seattle, WA 98195-3600; vwb@u.washington.edu sug: subj: Reading Disorders Therapy Reading Education Analysis of Covariance Analysis of Variance Chi Square Test Child Descriptive Statistics Funding Source Intelligence Tests Intervention Trials Language Tests Pretest-Posttest Design Random Assignment Repeated Measures Human Child: 6-12 years ab: Purpose: This research evaluated the relative effectiveness of three instructional approaches to supplementing the regular reading program for second graders with low word reading and/or pseudoword reading skills. Method: In the instructional experiment, 96 second graders with low reading achievement were randomly assigned to one of four conditions: (a) explicit and reflective word recognition, (b) explicit and reflective reading comprehension, (c) combined explicit word recognition and explicit reading comprehension, or (d) treated control that only practiced reading skills without any instruction. In the extension study, these conditions were compared to an untreated control group of 29 second graders. Results: In the instructional experiment, combined word recognition and reading comprehension treatment increased phonological decoding (pronouncing pseudowords) significantly more than the treated control or word recognition only treatment and had the highest effect size. The comprehension only treatment was not significantly different from the treated control. In the extension study, (a) the treated children receiving supplemental instruction improved significantly more in phonological decoding and reading real words than did those in the regular program, and (b) the combined word recognition and reading comprehension treatment, which was explicit, had the highest effect sizes for both pseudoword and real-word reading. Clinical Implications: The most effective supplemental instruction for increasing phonological decoding was combining explicit word recognition and explicit reading comprehension training. pubtype: Academic Journal doctype: clinical trial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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