Clarke, PJ orcid.org/0000-0002-2541-7051, Paul, S-AS, Smith, G et al. (2 more authors) (2017) Reading intervention for poor readers at the transition to secondary school. Scientific Studies of Reading, 21 (5). pp. 408-427. ISSN 1088-8438
Abstract
This study evaluated two 20-week reading interventions for pupils entering secondary school with reading difficulties. The interventions were delivered by trained teaching assistants (three 35-min sessions per week). 287 pupils (ages 11–13) from 27 schools were randomly allocated to three groups: reading intervention (targeting word recognition and decoding skills), reading intervention plus comprehension, or a waiting list control group. Neither intervention produced statistically significant gains in word reading but the reading intervention plus comprehension intervention produced significant gains in reading comprehension (d = 0.29) and vocabulary (d = 0.34). Further evaluations of methods to improve word reading in this population are needed.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | (c) 2017, Crown copyright. This is an Accepted Manuscript of an article published by Taylor & Francis in Scientific Studies of Reading on 16th May 2017, available online: https://doi.org/10.1080/10888438.2017.1318393 |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Funding Information: | Funder Grant number Education Endowment Foundation FSAV |
Depositing User: | Symplectic Publications |
Date Deposited: | 12 May 2017 11:42 |
Last Modified: | 16 Nov 2018 01:38 |
Status: | Published |
Publisher: | Taylor & Francis |
Identification Number: | 10.1080/10888438.2017.1318393 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:116303 |