TY - JOUR
T1 - The Impact of a Strategy-Based Intervention on the Comprehension and Strategy Use of Struggling Adolescent Readers
AU - Cantrell, Susan Chambers
AU - Almasi, Janice F.
AU - Carter, Janis C.
AU - Rintamaa, Margaret
AU - Madden, Angela
PY - 2010/5
Y1 - 2010/5
N2 - This study examines the impact of the Learning Strategies Curriculum (LSC), an adolescent reading intervention program, on 6th- and 9th-grade students' reading comprehension and strategy use. Using a randomized treatment-control group design, the study compared student outcomes for these constructs for 365 students who received daily instruction in 6 LSC strategies and 290 students who did not receive intervention instruction. After 1 school year, 6th-grade students who received intervention instruction significantly outperformed students in the control group on a standardized measure of reading comprehension and reported using problem-solving strategies in reading to a greater extent than students in the control group. There were no significant differences between 9th grade intervention and control groups in reading comprehension or strategy use.
AB - This study examines the impact of the Learning Strategies Curriculum (LSC), an adolescent reading intervention program, on 6th- and 9th-grade students' reading comprehension and strategy use. Using a randomized treatment-control group design, the study compared student outcomes for these constructs for 365 students who received daily instruction in 6 LSC strategies and 290 students who did not receive intervention instruction. After 1 school year, 6th-grade students who received intervention instruction significantly outperformed students in the control group on a standardized measure of reading comprehension and reported using problem-solving strategies in reading to a greater extent than students in the control group. There were no significant differences between 9th grade intervention and control groups in reading comprehension or strategy use.
KW - Adolescent literacy
KW - Reading intervention
KW - Reading strategy use
UR - http://www.scopus.com/inward/record.url?scp=77955037999&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=77955037999&partnerID=8YFLogxK
U2 - 10.1037/a0018212
DO - 10.1037/a0018212
M3 - Article
AN - SCOPUS:77955037999
SN - 0022-0663
VL - 102
SP - 257
EP - 280
JO - Journal of Educational Psychology
JF - Journal of Educational Psychology
IS - 2
ER -