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Direct linkOkkinga, M.; van Gelderen, A. J. S.; van Schooten, E.; van Steensel, R.; Sleegers, P. J. C. – Reading Psychology, 2021
Low-achieving adolescents are known to have difficulties with reading comprehension. This article discusses whether principles of reciprocal teaching can improve low-achieving adolescents' reading comprehension in whole-classroom settings and to what extent treatment effects are dependent on implementation quality. Over the course of two years,…
Descriptors: Reciprocal Teaching, Low Achievement, Adolescents, Grade 7
Bippert, Kelli – Reading Psychology, 2020
To address the needs of middle school students who experience difficulty with reading, students are often placed in reading intervention programs to improve literacy skills. This study explores the question: in what ways do students successfully and unsuccessfully use self-initiated comprehension strategies in their efforts to engage with…
Descriptors: Reading Strategies, Student Needs, Middle School Students, Intervention
Barber, Ana Taboada; Buehl, Michelle M.; Kidd, Julie K.; Sturtevant, Elizabeth G.; Nuland, Leila Richey; Beck, Jori – Reading Psychology, 2015
The authors examined the role of an intervention designed to increase reading comprehension, reading self-efficacy beliefs, and engagement in social studies for middle school students of varying language backgrounds. Thirteen sixth- and seventh-grade teachers implemented the United States History for Engaged Reading (USHER) program with their…
Descriptors: Social Studies, Reading Comprehension, Intervention, Self Efficacy
