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Middle School Reading Comprehension and Content Learning Intervention for Below-Average Readers
- Source :
-
Reading & Writing Quarterly . 2017 33(1):37-53. - Publication Year :
- 2017
-
Abstract
- This study aimed to determine the efficacy of a content knowledge and reading comprehension treatment implemented by 8th-grade social studies teachers over the course of 1 school year. We randomly assigned 8th-grade students with reading difficulties to the intervention treatment condition (n = 45) or the business-as-usual comparison condition (n = 33). Students in the treatment condition scored statistically higher than students in the comparison condition on measures of knowledge acquisition (effect size [ES] = 0.35), content reading comprehension (ES = 0.59), and vocabulary recall (ES = 0.65). The small ES on standardized reading comprehension (ES = 0.10) favoring the treatment condition was not statistically significant.
Details
- Language :
- English
- ISSN :
- 1057-3569
- Volume :
- 33
- Issue :
- 1
- Database :
- ERIC
- Journal :
- Reading & Writing Quarterly
- Publication Type :
- Academic Journal
- Accession number :
- EJ1126717
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1080/10573569.2015.1072068