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Evaluating the Impact of a Multistrategy Inference Intervention for Middle-Grade Struggling Readers.
- Source :
-
Language, Speech & Hearing Services in Schools . Jan2017, Vol. 48 Issue 1, p31-41. 11p. 4 Charts. - Publication Year :
- 2017
-
Abstract
- Purpose: We examined the effectiveness of a multistrategy inference intervention designed to increase inference making and reading comprehension for middle-grade struggling readers. Method: A total of 66 middle-grade struggling readers were randomized to treatment (n = 33) and comparison (n = 33) conditions. Students in the treatment group received explicit instruction in 4 inference strategies (i.e., clarification using text clues; activating and using prior knowledge; understanding character perspectives and author's purpose; answering inferential questions). In addition, narrative and informational texts were carefully chosen and sequenced to build requisite background knowledge to form inferences. Intervention was delivered in small groups of 3 students for 10 days of instruction. Results: One-way analysis of covariance models on outcome measures with the respective pretest scores as a covariate revealed significant gains on a proximal measure of Egyptian-content knowledge (g = 1.37) and on a standardized measure of reading comprehension--i.e., Wechsler Individual Achievement Test-Third Edition Reading Comprehension (g = 0.46). Conclusion: The moderate effect on a standardized measure of reading comprehension provides preliminary evidence for the effectiveness of this multistrategy inference intervention in improving reading comprehension of middle-grade struggling readers. [ABSTRACT FROM AUTHOR]
- Subjects :
- *TEACHING methods
*EVALUATION of teaching
*STUDENTS with disabilities
*INTELLIGENCE tests
*MIDDLE school students
*MIDDLE schools
*PROBABILITY theory
*READING disability
*RESEARCH funding
*RANDOMIZED controlled trials
*PRE-tests & post-tests
*DATA analysis software
*DESCRIPTIVE statistics
*ONE-way analysis of variance
Subjects
Details
- Language :
- English
- ISSN :
- 01611461
- Volume :
- 48
- Issue :
- 1
- Database :
- Academic Search Index
- Journal :
- Language, Speech & Hearing Services in Schools
- Publication Type :
- Academic Journal
- Accession number :
- 121039759
- Full Text :
- https://doi.org/10.1044/2016_LSHSS-16-0041