Middle School Reading Comprehension and Content Learning Intervention for Below-Average Readers. Issue 1 (2nd January 2017)

• Record Type: Journal Article
• Authors: Swanson, Elizabeth; Wanzek, Jeanne; Vaughn, Sharon; Fall, Anna-Maria; Roberts, Greg; Hall, Colby; Miller, Veronica L.
• Is Part Of: Reading and writing quarterly. Volume 33:Issue 1(2017)
• Page Start: 37
• Page End: 53
• Publication Date: 2017-01-02
• Subjects: Reading disability -- Periodicals; Language arts -- Remedial teaching -- Periodicals; Learning disabilities -- Periodicals; 371.91405
• DOI: 10.1080/10573569.2015.1072068
• Languages: English
• ISSNs: 1057-3569

Abstract

ABSTRACT: This study aimed to determine the efficacy of a content knowledge and reading comprehension treatment implemented by 8th-grade social studies teachers over the course of 1 school year. We randomly assigned 8th-grade students with reading difficulties to the intervention treatment condition ( n = 45) or the business-as-usual comparison condition ( n = 33). Students in the treatment condition scored statistically higher than students in the comparison condition on measures of knowledge acquisition (effect size [ES] = 0.35), content reading comprehension (ES = 0.59), and vocabulary recall (ES = 0.65). The small ES on standardized reading comprehension (ES = 0.10) favoring the treatment condition was not statistically significant.