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- Title
The Effects of a Comprehensive and Supplemental Middle School Reading Program.
- Authors
Brasseur-Hock, Irma F.; Miller, Whitney; Washburn, Jocelyn; Chroust, Alyson J.; Hock, Michael F.
- Abstract
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.
- Subjects
READING; READING disability; READING intervention; MIDDLE schools; LITERACY programs; TEENAGERS
- Publication
International Journal for Research in Learning Disabilities, 2021, Vol 5, Issue 1, p25
- ISSN
2325-565X
- Publication type
Article
- DOI
10.28987/5.1.25