Effects of an Informational Text Reading Comprehension Intervention for Fifth-Grade Students
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| Title: | Effects of an Informational Text Reading Comprehension Intervention for Fifth-Grade Students |
|---|---|
| Language: | English |
| Authors: | Ritchey, Kristen D., Palombo, Kimberly, Silverman, Rebecca D., Speece, Deborah L. |
| Source: | Learning Disability Quarterly. May 2017 40(2):68-80. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2017 |
| Sponsoring Agency: | Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) Department of Education (ED) |
| Contract Number: | P5HD052121 H325D070082 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 5 Intermediate Grades Middle Schools Elementary Education |
| Descriptors: | Reading Comprehension, Grade 5, Elementary School Students, Reading Instruction, Reading Strategies, Statistical Analysis, Informal Reading Inventories, Reading Fluency, Reading Difficulties, Response to Intervention, Decoding (Reading), Experimental Groups, Control Groups, Learning Disabilities, Achievement Tests, Intervention |
| Assessment and Survey Identifiers: | Wechsler Individual Achievement Test |
| DOI: | 10.1177/0731948716682689 |
| ISSN: | 0731-9487 |
| Abstract: | Upper elementary school students who have reading problems may have difficulty in one or more areas of reading, each requiring specific types of interventions. This study evaluated a short-term reading intervention for 46 fifth-grade students with poor reading comprehension. Students were randomly assigned to an intervention or no treatment control condition. The 40 session (20 hr) intervention targeted reading comprehension strategy instruction in the context of informational science texts. Analyses showed statistically significant effects favoring the intervention on two proximal measures (i.e., measures closely related to the intervention content). The effects for the outcomes were moderate (gs = 0.61 and 0.72). There were no statistically significant differences on distal measures (i.e., measures less closely aligned with the intervention). The findings provide support for the efficacy of a reading comprehension intervention that may inform short-term interventions within a Response to Intervention framework. |
| Abstractor: | As Provided |
| What Works Clearinghouse (WWC) Reviewed: | Meets Evidence Standards without Reservations |
| WWC Study Page: | https://ies.ed.gov/ncee/wwc/study/89579 |
| Entry Date: | 2017 |
| Accession Number: | EJ1139515 |
| Database: | ERIC |
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| Abstract: | Upper elementary school students who have reading problems may have difficulty in one or more areas of reading, each requiring specific types of interventions. This study evaluated a short-term reading intervention for 46 fifth-grade students with poor reading comprehension. Students were randomly assigned to an intervention or no treatment control condition. The 40 session (20 hr) intervention targeted reading comprehension strategy instruction in the context of informational science texts. Analyses showed statistically significant effects favoring the intervention on two proximal measures (i.e., measures closely related to the intervention content). The effects for the outcomes were moderate (gs = 0.61 and 0.72). There were no statistically significant differences on distal measures (i.e., measures less closely aligned with the intervention). The findings provide support for the efficacy of a reading comprehension intervention that may inform short-term interventions within a Response to Intervention framework. |
|---|---|
| ISSN: | 0731-9487 |
| DOI: | 10.1177/0731948716682689 |
