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ERIC Number: EJ1452892
Record Type: Journal
Publication Date: 2024
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0671
EISSN: EISSN-1940-0675
Effects of a Classwide Reading Intervention on Reading Fluency and Comprehension of Content Area Text with Students in Middle School
Matthew K. Burns; McKinzie D. Duesenberg-Marshall; Monica E. Romero
Journal of Educational Research, v117 n6 p378-386 2024
Partner reading with paragraph shrinking has been shown to be an effective classwide reading intervention in elementary school, but has yet to be studied with eighth-grade students or with content area reading such as science and social studies. The current study examined the effects of implementing the classwide intervention for 3 wk with 86 students in eighth grade that were randomly assigned to the treatment or a control group. The intervention led to significantly higher oral reading fluency ([eta-squared] = .49), and higher scores on a researcher-created maze test for science ([eta-squared] = .10) and social studies ([eta-squared] = .13). Student variables (i.e., receiving English as a second language services, special education, or a free or reduced-price lunch) did not predict student outcomes and added negligible to small amounts of variance. Therefore, the effects seemed to be positive regardless of student-level factors. Potential implications for practice and research are included.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education; Elementary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Grant or Contract Numbers: N/A