TY - JOUR
T1 - Supplemental reading strategy instruction for adolescents
T2 - A randomized trial and follow-up study
AU - Cantrell, Susan Chambers
AU - Almasi, Janice F.
AU - Rintamaa, Margaret
AU - Carter, Janis C.
N1 - Publisher Copyright:
© 2016 Taylor & Francis Group, LLC.
PY - 2016/1/2
Y1 - 2016/1/2
N2 - 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.
AB - 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.
KW - Adolescent literacy
KW - Reading interventions
KW - Reading strategies
UR - http://www.scopus.com/inward/record.url?scp=84960238544&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84960238544&partnerID=8YFLogxK
U2 - 10.1080/00220671.2014.917258
DO - 10.1080/00220671.2014.917258
M3 - Article
AN - SCOPUS:84960238544
SN - 0022-0671
VL - 109
SP - 7
EP - 26
JO - Journal of Educational Research
JF - Journal of Educational Research
IS - 1
ER -