ERIC Number: EJ1414485
Record Type: Journal
Publication Date: 2024
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1081-3004
EISSN: EISSN-1936-2706
Using a Supplemental, Multicomponent Reading Intervention to Increase Adolescent Readers' Achievement
Margaret Osgood Opatz; Sarah Kocherhans
Journal of Adolescent & Adult Literacy, v67 n5 p294-302 2024
This study examined the effect of a supplemental, multicomponent reading intervention with 75 seventh graders who scored below grade level according to a battery of assessments. Students received a yearlong reading intervention during the 2021-2022 or 2022-2023 school year. Students' pretest and posttest data were compared to determine the impact of the reading intervention. Findings indicate that the reading intervention resulted in greater than typical improvement in reading ability, as students reading below grade level made more than a full year's growth in reading level. Implications for practice include the need for supplemental support for adolescent readers, which can mitigate the need for reading intervention that persists in secondary education.
Descriptors: Intervention, Reading Achievement, Secondary School Students, Reading Instruction, Grade 7, Comparative Analysis, Reading Tests, Reading Improvement, Achievement Gains, Instructional Effectiveness
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: Secondary Education; Elementary Education; Grade 7; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A