The Impact of a Strategy-Based Intervention on the Comprehension and Strategy Use of Struggling Adolescent Readers

Research output: Contribution to journalArticlepeer-review

65 Scopus citations

Abstract

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.

Original languageEnglish
Pages (from-to)257-280
Number of pages24
JournalJournal of Educational Psychology
Volume102
Issue number2
DOIs
StatePublished - May 2010

Keywords

  • Adolescent literacy
  • Reading intervention
  • Reading strategy use

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Fingerprint

Dive into the research topics of 'The Impact of a Strategy-Based Intervention on the Comprehension and Strategy Use of Struggling Adolescent Readers'. Together they form a unique fingerprint.

Cite this