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.
Descriptors: Reading Instruction, Intervention, Reading Fluency, Reading Comprehension, Middle School Students, Grade 8, Instructional Effectiveness, Teaching Methods, Science Education, Social Studies, Cooperative Learning, Peer Relationship, Urban Schools, Public Schools
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