ERIC Number: EJ1330990
Record Type: Journal
Publication Date: 2022-Jan
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1694-609X
EISSN: N/A
The Impact of Supplemental Word Recognition Strategies on Students with Reading Difficulties
Benner, Gregory J.; Michael, Elizabeth; Ralston, Nicole C.; Lee, Erica O.
International Journal of Instruction, v15 n1 p837-856 Jan 2022
The purpose of this study was to examine the impact of supplemental word recognition strategies on students receiving intensive (Tier III) remedial reading instruction. Two-hundred and thirteen middle school students with reading difficulties received an intensive reading intervention (i.e., Corrective Reading Decoding strand) delivered by trained school staff (n = 21) at three middle schools. The 213 fifth through eighth grade students (121 males, 92 females) enrolled in three northwestern school districts (two rural and one urban). Of the 213 students, one-hundred and seven also received supplemental word recognition instruction using Reading Excellence: Word Attack and Rate Development Strategies (REWARDS). Using a pre-post quasi-experimental design, the effects of the Corrective Reading Decoding (CRD) program was compared to CRD combined with the REWARDS program. The REWARDS program produced statistically and educationally significant changes in the basic reading skills of students over and above Corrective Reading Decoding alone. Students in the REWARDS condition demonstrated statistically significant mean changes on the WJ-III Basic Reading Skills cluster and associated subtests and the DIBELS ORF probe compared to those in the comparison condition. Results, implications, and limitations are discussed.
Descriptors: Word Recognition, Middle School Students, Reading Instruction, Decoding (Reading), Remedial Instruction, Reading Strategies, Comparative Analysis, Program Effectiveness, Reading Programs, Achievement Tests, Elementary School Students, Emergent Literacy, Reading Tests, Reading Fluency
Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement; Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Grant or Contract Numbers: N/A