Reading intervention for poor readers at the transition to secondary school
This study evaluated two 20-week reading interventions for pupils entering secondary school with reading difficulties. The interventions were delivered by trained teaching assistants (three 35-min sessions per week). 287 pupils (ages 11–13) from 27 schools were randomly allocated to three groups: re...
| Main Authors: | , , , , |
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| Format: | Journal article |
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Routledge
2017
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| _version_ | 1826289146082099200 |
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| author | Clarke, P Paul, S Smith, G Snowling, M Hulme, C |
| author_facet | Clarke, P Paul, S Smith, G Snowling, M Hulme, C |
| author_sort | Clarke, P |
| collection | OXFORD |
| description | This study evaluated two 20-week reading interventions for pupils entering secondary school with reading difficulties. The interventions were delivered by trained teaching assistants (three 35-min sessions per week). 287 pupils (ages 11–13) from 27 schools were randomly allocated to three groups: reading intervention (targeting word recognition and decoding skills), reading intervention plus comprehension, or a waiting list control group. Neither intervention produced statistically significant gains in word reading but the reading intervention plus comprehension intervention produced significant gains in reading comprehension (d = 0.29) and vocabulary (d = 0.34). Further evaluations of methods to improve word reading in this population are needed. |
| first_indexed | 2024-03-07T02:24:27Z |
| format | Journal article |
| id | oxford-uuid:a51bd6cd-94b0-4864-acbe-25ad1693313c |
| institution | University of Oxford |
| last_indexed | 2024-03-07T02:24:27Z |
| publishDate | 2017 |
| publisher | Routledge |
| record_format | dspace |
| spelling | oxford-uuid:a51bd6cd-94b0-4864-acbe-25ad1693313c2022-03-27T02:38:11ZReading intervention for poor readers at the transition to secondary schoolJournal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:a51bd6cd-94b0-4864-acbe-25ad1693313cSymplectic Elements at OxfordRoutledge2017Clarke, PPaul, SSmith, GSnowling, MHulme, CThis study evaluated two 20-week reading interventions for pupils entering secondary school with reading difficulties. The interventions were delivered by trained teaching assistants (three 35-min sessions per week). 287 pupils (ages 11–13) from 27 schools were randomly allocated to three groups: reading intervention (targeting word recognition and decoding skills), reading intervention plus comprehension, or a waiting list control group. Neither intervention produced statistically significant gains in word reading but the reading intervention plus comprehension intervention produced significant gains in reading comprehension (d = 0.29) and vocabulary (d = 0.34). Further evaluations of methods to improve word reading in this population are needed. |
| spellingShingle | Clarke, P Paul, S Smith, G Snowling, M Hulme, C Reading intervention for poor readers at the transition to secondary school |
| title | Reading intervention for poor readers at the transition to secondary school |
| title_full | Reading intervention for poor readers at the transition to secondary school |
| title_fullStr | Reading intervention for poor readers at the transition to secondary school |
| title_full_unstemmed | Reading intervention for poor readers at the transition to secondary school |
| title_short | Reading intervention for poor readers at the transition to secondary school |
| title_sort | reading intervention for poor readers at the transition to secondary school |
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