Paul, S-AS and Clarke, PJ orcid.org/0000-0002-2541-7051 (2016) A Systematic Review of Reading Interventions for Secondary School students. International Journal of Educational Research, 79. pp. 116-127. ISSN 0883-0355
Abstract
A systematic review of interventions designed to improve the reading skills of secondary school students summarized the evidence base regarding effectiveness. Studies conducted between 1999 and 2014 which used a randomised controlled design were included. Eight studies were categorised according to whether they targeted multiple component reading skills or reading comprehension skills only. Regarding the former, three of the four studies employed computer-aided instruction; the evidence base suggests that this method is not effective. In studies targeting reading comprehension skills only, the evidence indicates low effect sizes on reading comprehension outcomes when measured using standardised tests. Tutor led one-to one support in word recognition or decoding using an RCT design, and interventions which directly target student’s language comprehension, are needed.
Metadata
Item Type: | Article |
---|---|
Authors/Creators: |
|
Copyright, Publisher and Additional Information: | © 2016 Elsevier Ltd. This is an author produced version of a paper published in International Journal of Educational Research. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | Randomised Controlled Trial; Reading Intervention; Reading Comprehension; Decoding; Literature Review |
Dates: |
|
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: | 25 May 2016 09:21 |
Last Modified: | 01 Feb 2018 01:38 |
Published Version: | https://dx.doi.org/10.1016/j.ijer.2016.05.011 |
Status: | Published |
Publisher: | Elsevier |
Identification Number: | 10.1016/j.ijer.2016.05.011 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:100107 |