Comparing community-based reading interventions for middle school children with learning disabilities: possible order effects when emphasizing skills or reasoning
IntroductionThere is an abundance of community-based reading programs for school-age children who are struggling learners. The aim of this study was to compare two community-based programs (i.e., skill and reason-based programs) and to analyze any complementary benefits.MethodsIn this randomized cro...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-08-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2023.1104945/full |
| _version_ | 1797741683681525760 |
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| author | Lisa M. D. Archibald Christine Davison Alyssa Kuiack Stella Doytchinova Colin King Deborah Shore-Reid Paul Cook Paul Cook Meghan Vollebregt |
| author_facet | Lisa M. D. Archibald Christine Davison Alyssa Kuiack Stella Doytchinova Colin King Deborah Shore-Reid Paul Cook Paul Cook Meghan Vollebregt |
| author_sort | Lisa M. D. Archibald |
| collection | DOAJ |
| description | IntroductionThere is an abundance of community-based reading programs for school-age children who are struggling learners. The aim of this study was to compare two community-based programs (i.e., skill and reason-based programs) and to analyze any complementary benefits.MethodsIn this randomized cross-over study, 20 children completed two 8-week literacy intervention programs. The skills-based program, Leap to Literacy, focused on explicit teaching and repeated practice of the five key components of literacy instruction (phonemic awareness, phonics, fluency, vocabulary, comprehension). The reason-based program, Wise Words, focused on morphological knowledge, hypothesis testing, and critical thinking.ResultsResults revealed study-wide improvements in phonemic awareness, nonword reading, passage reading accuracy, spelling words and features, and affix identification. There were consistent program by program order effects with robust effects of completing the skills-based program first for phonemic awareness, the reason-based program first for passage reading accuracy, and both programs for affix identification. A significant increase in an oral language measure, recalling sentences, was observed for the group who completed the reason-based program first, although they also started off with a lower initial score.DiscussionFindings indicated improvements from participating in either program. The observed order effects suggest potential additive effects of combining reason- and skills-based approaches to intervention. |
| first_indexed | 2024-03-12T14:30:16Z |
| format | Article |
| id | doaj.art-62b4afdd4f414a258d2e63b72769ac76 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-03-12T14:30:16Z |
| publishDate | 2023-08-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-62b4afdd4f414a258d2e63b72769ac762023-08-17T13:30:57ZengFrontiers Media S.A.Frontiers in Education2504-284X2023-08-01810.3389/feduc.2023.11049451104945Comparing community-based reading interventions for middle school children with learning disabilities: possible order effects when emphasizing skills or reasoningLisa M. D. Archibald0Christine Davison1Alyssa Kuiack2Stella Doytchinova3Colin King4Deborah Shore-Reid5Paul Cook6Paul Cook7Meghan Vollebregt8School of Communication Sciences and Disorders, The University of Western Ontario, London, ON, CanadaSchool of Communication Sciences and Disorders, The University of Western Ontario, London, ON, CanadaSchool of Communication Sciences and Disorders, The University of Western Ontario, London, ON, CanadaSchool of Communication Sciences and Disorders, The University of Western Ontario, London, ON, CanadaFaculty of Education, The University of Western Ontario, London, ON, CanadaLearning Disabilities Association, London, ON, CanadaFaculty of Education, The University of Western Ontario, London, ON, CanadaLearning Disabilities Association, London, ON, CanadaSchool of Communication Sciences and Disorders, The University of Western Ontario, London, ON, CanadaIntroductionThere is an abundance of community-based reading programs for school-age children who are struggling learners. The aim of this study was to compare two community-based programs (i.e., skill and reason-based programs) and to analyze any complementary benefits.MethodsIn this randomized cross-over study, 20 children completed two 8-week literacy intervention programs. The skills-based program, Leap to Literacy, focused on explicit teaching and repeated practice of the five key components of literacy instruction (phonemic awareness, phonics, fluency, vocabulary, comprehension). The reason-based program, Wise Words, focused on morphological knowledge, hypothesis testing, and critical thinking.ResultsResults revealed study-wide improvements in phonemic awareness, nonword reading, passage reading accuracy, spelling words and features, and affix identification. There were consistent program by program order effects with robust effects of completing the skills-based program first for phonemic awareness, the reason-based program first for passage reading accuracy, and both programs for affix identification. A significant increase in an oral language measure, recalling sentences, was observed for the group who completed the reason-based program first, although they also started off with a lower initial score.DiscussionFindings indicated improvements from participating in either program. The observed order effects suggest potential additive effects of combining reason- and skills-based approaches to intervention.https://www.frontiersin.org/articles/10.3389/feduc.2023.1104945/fullcommunity-basedskill-basedreason-basedreading programsrandomized cross-over design |
| spellingShingle | Lisa M. D. Archibald Christine Davison Alyssa Kuiack Stella Doytchinova Colin King Deborah Shore-Reid Paul Cook Paul Cook Meghan Vollebregt Comparing community-based reading interventions for middle school children with learning disabilities: possible order effects when emphasizing skills or reasoning Frontiers in Education community-based skill-based reason-based reading programs randomized cross-over design |
| title | Comparing community-based reading interventions for middle school children with learning disabilities: possible order effects when emphasizing skills or reasoning |
| title_full | Comparing community-based reading interventions for middle school children with learning disabilities: possible order effects when emphasizing skills or reasoning |
| title_fullStr | Comparing community-based reading interventions for middle school children with learning disabilities: possible order effects when emphasizing skills or reasoning |
| title_full_unstemmed | Comparing community-based reading interventions for middle school children with learning disabilities: possible order effects when emphasizing skills or reasoning |
| title_short | Comparing community-based reading interventions for middle school children with learning disabilities: possible order effects when emphasizing skills or reasoning |
| title_sort | comparing community based reading interventions for middle school children with learning disabilities possible order effects when emphasizing skills or reasoning |
| topic | community-based skill-based reason-based reading programs randomized cross-over design |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2023.1104945/full |
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