Supplemental reading strategy instruction for adolescents: A randomized trial and follow-up study

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Abstract

In this study, the authors examine the impact of a yearlong supplemental reading course involving daily instruction in the learning strategies curriculum on lower achieving adolescent students' reading achievement and motivation. Using a multiple-cohort randomized treatment-control group design over 4 years, they compared achievement and motivation outcomes for 605 sixth-grade students who participated in the intervention with 530 students who did not participate and 593 ninth-grade students who participated in the intervention with 535 students who did not participate. Results indicated significant impacts of the intervention on reading achievement for ninth-grade students but not for sixth-grade students. Significant impacts on reading motivation were found for both sixth-and ninth-grade students. An exploratory follow-up study indicated potential benefits of a second year of intervention for sixth-grade students who are still low achieving after 1 year of intervention.

Original languageEnglish
Pages (from-to)7-26
Number of pages20
JournalJournal of Educational Research
Volume109
Issue number1
DOIs
StatePublished - Jan 2 2016

Bibliographical note

Publisher Copyright:
© 2016 Taylor & Francis Group, LLC.

Keywords

  • Adolescent literacy
  • Reading interventions
  • Reading strategies

ASJC Scopus subject areas

  • Education

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