| Autor: |
Brasseur-Hock, Irma F., Miller, Whitney, Washburn, Jocelyn, Chroust, Alyson J., Hock, Michael F. |
| Předmět: |
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| Zdroj: |
International Journal for Research in Learning Disabilities; 2021, Vol. 5 Issue 1, p25-41, 17p |
| Abstrakt: |
We present results of an evaluation of the first year of a multi-year comprehensive middle school reading program. Four public middle schools in rural Virginia with large populations of students with limited reading proficiency participated in a study to determine the reading program's impact. We evaluated 235 students with low reading achievement scores, including students with disabilities, to determine reading gains. The multi-year curriculum consisted of multiple components (word-level instruction, comprehension and vocabulary, motivation and engagement, and assessment) and seven related instructional units, each taught using explicit instruction. A quasi-experimental design was used to determine the intervention's effectiveness. Statistically significant differences were found between the experimental and comparison conditions on a standardized measure of reading achievement with some scores favoring the experimental condition. Results support, in part, the reading program's promise to improve middle school students' reading achievement scores at a level that may narrow the reading achievement gap. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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