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Direct linkvan Bergen, Elsje; Vasalampi, Kati; Torppa, Minna – Reading Research Quarterly, 2021
Does reading a lot lead to better reading skills, or does reading a lot follow from high initial reading skills? The authors present a longitudinal study of how much children choose to read and how well they decode and comprehend texts. This is the first study to examine the codevelopment of print exposure with both fluency and comprehension…
Descriptors: Reading Improvement, Longitudinal Studies, Children, Adolescents
Lupo, Sarah M.; Tortorelli, Laura; Invernizzi, Marcia; Ryoo, Ji Hoon; Strong, John Z. – Reading Research Quarterly, 2019
The purpose of the study was to determine whether easy or challenging versions of texts, when accompanied by different types of instructional support, improved adolescents' reading comprehension, particularly for students with below-average reading comprehension. The authors examined 293 ninth-grade students' reading comprehension of 24 leveled…
Descriptors: Adolescents, Difficulty Level, Reading Improvement, Reading Comprehension
Kim, James S.; Hemphill, Lowry; Troyer, Margaret; Thomson, Jenny M.; Jones, Stephanie M.; LaRusso, Maria D.; Donovan, Suzanne – Reading Research Quarterly, 2017
This study examined the efficacy of a supplemental, multicomponent adolescent reading intervention for middle school students who scored below proficient on a state literacy assessment. Using a within-school experimental design, the authors randomly assigned 483 students in grades 6-8 to a business-as-usual control condition or to the Strategic…
Descriptors: Reading Instruction, Reading Skills, Reading Difficulties, Adolescents
