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Effect of the Reread-Adapt and Answer-Comprehend Intervention on the Reading Achievement of Middle and High School Readers Who Are Deaf
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Schirmer, Barbara R.; Schaffer, Laura; Therrien, William J.; Schirmer, Todd N. – Reading Psychology, 2016
Two studies were conducted to determine if the Reread-Adapt and Answer-Comprehend (RAAC) repeated reading fluency intervention is effective in improving the reading achievement of deaf middle school and high school students. Participants included six middle school students and eight high school students. We found consistently good comprehension…
Descriptors: Deafness, Reading Fluency, Reading Instruction, Reading Achievement
When to Take up Roots: The Effects of Morphology Instruction for Middle School and High School English Learners
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Crosson, Amy C.; Moore, Debra – Reading Psychology, 2017
A majority of the challenging words that adolescent readers encounter in school texts are morphologically complex and from the Latinate layer of English. For these words, bound roots carry important meaning, such as the relation between innovative and its bound root, nov, meaning "new." This study investigated the effects of instruction…
Descriptors: Adolescents, Middle School Students, High School Students, Intervention