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ERIC Number: EJ1379547
Record Type: Journal
Publication Date: 2023-May
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0938-8982
EISSN: EISSN-1540-5826
Monitoring Reading Component Skills during a Word-Level Intervention for Adolescents with Limited Reading Proficiency
Washburn, Jocelyn
Learning Disabilities Research & Practice, v38 n2 p155-172 May 2023
This study examined incremental change for several reading component skills while adolescents were actively learning a word-level intervention and measured pre-/postintervention change in skills. Six ninth graders in two different classes participated during the 2019-2020 academic year. Primary analysis was based on an A-B single-case design across behaviors and participants to observe change in skills proximal to the intervention. Visual analyses of baseline and intervention phase data indicated correlational relationships between the word-level intervention and word identification of multisyllabic words and oral reading fluency. Specifically, an aggregate Tau-U statistical calculation for prosody showed a moderate 0.70 effect size. Secondary analysis indicated a statistically significant group effect for improved strategy knowledge and skill with a 0.90 effect size but no statistically significant group effects for silent reading fluency or sentence comprehension. Discussion includes connections between progress monitoring and reading theory as well as limitations and implications for researchers and practitioners.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; High Schools; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A