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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.
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]
Copyright of Reading Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Reading Comprehension: Effects of Individualized, Integrated Language Arts as a Reading Approach with Struggling Readers.
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  Data: &lt;searchLink fieldCode=&quot;JN&quot; term=&quot;%22Reading+Psychology%22&quot;&gt;Reading Psychology&lt;/searchLink&gt;. Jan/Feb2008, Vol. 29 Issue 1, p86-115. 30p. 5 Charts.
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  Data: This study examined the effects of individualized, integrated language arts as a reading approach on struggling readers&#39; 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 &lt; .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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  Data: &lt;i&gt;Copyright of Reading Psychology is the property of Taylor &amp; Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/02702710701853625
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      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 30
        StartPage: 86
    Subjects:
      – SubjectFull: Reading comprehension
        Type: general
      – SubjectFull: Comprehension
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      – SubjectFull: Comprehensive instruction (Reading)
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      – SubjectFull: Psychology of reading
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      – SubjectFull: Analysis of covariance
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      – TitleFull: Reading Comprehension: Effects of Individualized, Integrated Language Arts as a Reading Approach with Struggling Readers.
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              Text: Jan/Feb2008
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