Middle School Reading Comprehension and Content Learning Intervention for Below-Average Readers

被引：29
|
作者：
Swanson, Elizabeth [1 ]
Wanzek, Jeanne [2 ]
Vaughn, Sharon [1 ]
Fall, Anna-Maria [1 ]
Roberts, Greg [1 ]
Hall, Colby [1 ]
Miller, Veronica L. [1 ]
机构：
[1] Univ Texas Austin, Austin, TX 78712 USA
[2] Vanderbilt Univ, 221 Kirkland Hall, Nashville, TN 37235 USA
来源：
READING & WRITING QUARTERLY | 2017年 / 33卷 / 01期
关键词：
STUDENTS; STRATEGIES; KNOWLEDGE; DIFFICULTIES; INSTRUCTION; OUTCOMES;
D O I：
10.1080/10573569.2015.1072068
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
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.
引用
收藏
页码：37 / 53
页数：17
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