ERIC Number: EJ1445273
Record Type: Journal
Publication Date: 2024
Pages: 30
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1082-4669
EISSN: EISSN-1532-7671
Righting Reading in Middle School: Readable English Helps Underperforming Adolescent Readers
Journal of Education for Students Placed at Risk, v29 n4 p363-392 2024
This study measured the effectiveness of Readable English, a reading fluency and comprehension program, on underperforming sixth, seventh, and eighth grade rural, American English-speaking students over the course of one school year. Students were randomly assigned to either the intervention condition (n = 167) or the typical practice condition (n = 177). Middle school students in the intervention condition scored statistically significantly higher than students in the typical practice condition on measures of EasyCBM CCSS Comprehension (partial [eta-squared] effect size [ES] = 0.10 [moderate]), EasyCBM Passage Reading Fluency (PRF) rate (ES = 0.18 [large]), EasyCBM PRF reading accuracy (ES= 0.08 [moderate]), WRMT-3 Oral Reading Fluency (ES = 0.13 [approaching large]), and WRMT-3 Passage Comprehension (ES = 0.25 [large]). Moderate grade level growth in measures of oral reading fluency led to extensive growth of reading comprehension skills. The eyewatering cost estimates to accelerate reading remediation per middle school student ($800 to $3,800 per student) and the paucity of research-proven interventions require innovating ways to combine and leverage the benefits of technology and intensive, effective curriculum instruction. The data show that Readable English is a strong reading program able to close reading gaps and grow students to grade level reading proficiency.
Descriptors: Reading Instruction, Middle School Students, Reading Fluency, Reading Comprehension, Reading Programs, Program Effectiveness, Rural Areas, English Instruction, Intervention, Reading Tests, Reading Rate, Oral Reading, Reading Achievement, Achievement Gains, Achievement Gap, Remedial Instruction, Equal Education, Reading Difficulties
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Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Reading Mastery Test
Grant or Contract Numbers: N/A