Middle School Reading Comprehension and Content Learning Intervention for Below-Average Readers

2016 ◽  
Vol 33 (1) ◽  
pp. 37-53 ◽  
Author(s):  
Elizabeth Swanson ◽  
Jeanne Wanzek ◽  
Sharon Vaughn ◽  
Anna-Maria Fall ◽  
Greg Roberts ◽  
...  
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Middle School Reading ◽  
Content Learning ◽  
Learning Intervention ◽  
Average Readers ◽  
Below Average Readers

The Effects of Inference Instruction on the Reading Comprehension of English Learners With Reading Comprehension Difficulties

2019 ◽  
Vol 41 (5) ◽  
pp. 259-270
Author(s):  
Colby Hall ◽  
Sharon Vaughn ◽  
Marcia A. Barnes ◽  
Alicia A. Stewart ◽  
Christy R. Austin ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Language Arts ◽  
English Learners ◽  
English Language ◽  
Inference Generation ◽  
Language Arts Instruction ◽  
Rigorous Research ◽  
Business As Usual ◽  
Average Readers ◽  
Below Average Readers

Inference skill is one of the most important predictors of reading comprehension. Still, there is little rigorous research investigating the effects of inference instruction on reading comprehension. There is no research investigating the effects of inference instruction on reading comprehension for English learners with reading comprehension difficulties. The current study investigated the effects of small-group inference instruction on the inference generation and reading comprehension of sixth- and seventh-grade students who were below-average readers ( M = 86.7, SD = 8.1). Seventy-seven percent of student participants were designated limited English proficient. Participants were randomly assigned to 24, 40-min sessions of the inference instruction intervention ( n = 39) or to business-as-usual English language arts instruction ( n = 39). Membership in the treatment condition statistically significantly predicted higher outcome score on the Gates-MacGinitie Reading Test Reading Comprehension subtest ( d = 0.60, 95% confidence interval [CI] [0.16, 1.03]), but not on the other measures of inference skill.

The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?

2019 ◽  
Vol 50 (4) ◽  
pp. 562-578 ◽  
Author(s):  
Dawna Duff
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Text Comprehension ◽  
Classroom Instruction ◽  
Vocabulary Instruction ◽  
Clinical Intervention ◽  
Vocabulary Knowledge ◽  
Vocabulary Intervention ◽  
The Mean ◽  
The Difference

Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words ( d RM = 2.26) and text comprehension ( d RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.

Audiovisual Equivalence of Stimuli in Acquisition of Associations at Two Reading Levels

1974 ◽  
Vol 38 (3_suppl) ◽  
pp. 1271-1274
Author(s):  
Robert M. Alworth
Keyword(s):  
Visual Information ◽  
Paired Associate ◽  
Stimulus Presentation ◽  
Second Grade ◽  
Delayed Presentation ◽  
Associate Learning ◽  
Reading Levels ◽  
Average Readers ◽  
Element Sequence ◽  
Below Average Readers

This research was intended to investigate the difficulty experienced by retarded readers in acquiring associations between auditory and visual information. First- and second-grade above- and below-average readers ( ns = 41, 42) were presented paired-associate tasks involving: (a) simultaneous and delayed stimulus presentation, (b) visual-visual and visual-auditory stimuli, and (c) stimuli in which within-stimulus element sequence was and was not relevant in determining the associated response. Inferior paired-associate learning was noted in below-average readers, delayed-presentation tasks, and sequence-relevant tasks. No significant interactions were noted.

scholarly journals A Model for the Strategic Use of Metacognitive Reading Comprehension Strategies

2017 ◽  
Vol 19 (2) ◽  
pp. 187-201
Author(s):  
Juan David Gómez González
Keyword(s):  
Reading Comprehension ◽  
Strategy Instruction ◽  
Reading Proficiency ◽  
Intermediate Level ◽  
Comprehension Strategies ◽  
Reading Comprehension Strategies ◽  
Content Learning ◽  
The Past ◽  
Composite Approach ◽  
Main Components

This paper describes an approach to developing intermediate level reading proficiency through a strategic and iterative use of a discreet set of tasks that combine some of the more common metacognitive theories and strategies that have been published in the past thirty years. The case for incorporating this composite approach into reading comprehension classes begins with an explanation of its benefits and the context in which it came to be; its relationship to theoretical discourse in the field; a description of its three main components: textual indicators, strategy instruction, and content learning; and concludes by presenting a model for implementing the approach that integrates these three components.

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