The impact of supplemental instruction on low-achieving adolescents reading engagement

Susan Chambers Cantrell; Janice F. Almasi; Margaret Rintamaa; Janis C. Carter; Jessica Pennington; D. Matt Buckman

doi:10.1080/00220671.2012.753859

The impact of supplemental instruction on low-achieving adolescents reading engagement

Susan Chambers Cantrell, Janice F. Almasi, Margaret Rintamaa, Janis C. Carter, Jessica Pennington, D. Matt Buckman

Research output: Contribution to journal › Article › peer-review

27 Scopus citations

Abstract

The authors examined the impact of a supplemental reading course on 462 sixth-grade students' reading engagement and performance as compared with 389 students in a control group. They further explored students' cognitive strategy use through think aloud processes with a subset of students who participated in the intervention. Participating students reported significantly higher levels of strategy use, intrinsic motivation, extrinsic motivation, and self-efficacy as compared with the control group. Think aloud measures indicated students who participated in supplemental instruction exhibited higher levels of cognitive engagement at the end of the intervention than they exhibited at the start of the intervention. There was no significant impact on students' reading performance as measured by a standardized test.

Original language	English
Pages (from-to)	36-58
Number of pages	23
Journal	Journal of Educational Research
Volume	107
Issue number	1
DOIs	https://doi.org/10.1080/00220671.2012.753859
State	Published - Jan 2 2014

Bibliographical note

Funding Information:
This research was supported in part by a grant from the Striving Readers program as administered by the Office of Elementary and Secondary Education, U. S. Department of Education. The findings and opinions expressed here do not necessarily reflect the position or policies of the Office of Elementary and Secondary Education, or the U. S. Department of Education.

Funding

This research was supported in part by a grant from the Striving Readers program as administered by the Office of Elementary and Secondary Education, U. S. Department of Education. The findings and opinions expressed here do not necessarily reflect the position or policies of the Office of Elementary and Secondary Education, or the U. S. Department of Education.

Funders	Funder number
U. S. Department of Education
Office of Elementary and Secondary Education

Keywords

Adolescent literacy
Reading motivation
Reading strategy use

ASJC Scopus subject areas

Education

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10.1080/00220671.2012.753859

Cite this

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AU - Buckman, D. Matt

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The impact of supplemental instruction on low-achieving adolescents reading engagement

Abstract

Bibliographical note

Funding

Keywords

ASJC Scopus subject areas

Access to Document

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