Reading Comprehension: Effects of Individualized, Integrated Language Arts as a Reading Approach with Struggling Readers.
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| Title: | Reading Comprehension: Effects of Individualized, Integrated Language Arts as a Reading Approach with Struggling Readers. |
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| Authors: | Thames, DanaG. (AUTHOR), Reeves, Carolyn (AUTHOR), Kazelskis, Richard (AUTHOR), York, Kathleen (AUTHOR), Boling, Charlotte (AUTHOR), Newell, Kavatus (AUTHOR), Wang, Ying (AUTHOR) |
| Source: | Reading Psychology. Jan/Feb2008, Vol. 29 Issue 1, p86-115. 30p. 5 Charts. |
| Subjects: | Reading comprehension, Comprehension, Comprehensive instruction (Reading), Psychology of reading, Analysis of covariance, Regression analysis, Reading exercises, Basal reading instruction, Reading |
| Abstract: | This study examined the effects of individualized, integrated language arts as a reading approach on struggling readers' comprehension scores obtained from oral narrative, silent narrative, and silent expository passages at three levels: below-grade, on-grade, and above-grade levels. Students (N = 93) in grades four through eight, who were reading below grade level, participated in the study. Treatment group students (n = 51) received individualized, integrated language arts as a reading approach once a week in place of basal reading instruction. Comparison group students (n = 42) received basal reading instruction for the duration of the study. Multivariate analysis of covariance was used to analyze posttest Analytical Reading Inventory (ARI) comprehension scores. Several statistically significant (p < .001) differences in comprehension performance were found for on-grade-level scores and for above-grade-level scores, but few differences were found between treatment and comparison groups on below-grade-level scores. All statistically significant differences favored students in the treatment group. The findings of the study strongly suggest that the use of individualized, integrated language arts as a method for teaching reading is an effective approach for improving the reading comprehension performance of struggling readers. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This study examined the effects of individualized, integrated language arts as a reading approach on struggling readers' comprehension scores obtained from oral narrative, silent narrative, and silent expository passages at three levels: below-grade, on-grade, and above-grade levels. Students (N = 93) in grades four through eight, who were reading below grade level, participated in the study. Treatment group students (n = 51) received individualized, integrated language arts as a reading approach once a week in place of basal reading instruction. Comparison group students (n = 42) received basal reading instruction for the duration of the study. Multivariate analysis of covariance was used to analyze posttest Analytical Reading Inventory (ARI) comprehension scores. Several statistically significant (p < .001) differences in comprehension performance were found for on-grade-level scores and for above-grade-level scores, but few differences were found between treatment and comparison groups on below-grade-level scores. All statistically significant differences favored students in the treatment group. The findings of the study strongly suggest that the use of individualized, integrated language arts as a method for teaching reading is an effective approach for improving the reading comprehension performance of struggling readers. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02702711 |
| DOI: | 10.1080/02702710701853625 |
