The Effects of an Intensive Reading Intervention for Ninth Graders with very Low Reading Comprehension

• DOI: 10.1111/ldrp.12061
• Publication Date: 2015-07-31T02:40:57Z
• Authors: Michael Solís; Sharon Vaughn; Nancy Scammacca
• Keywords: Ninth

This experimental study examined the efficacy of a multicomponent reading intervention compared to control condition on comprehension adolescent students with low (more than 1½ standard deviations below normative sample). Ninth–grade were randomly assigned treatment ( n = 25) and comparison 19). Reading teachers provided instruction for 90–min, five times every two weeks approximately 80 sessions. Treatment effects each outcome measure estimated using repeated analysis covariance measures fluency. Results indicate no statistically significant differences between conditions. Repeated–measures analyses variance lower higher decoding skills indicated interaction ability WJ–III PC Bridge–IT, large effect sizes η p 2 . 16 and. 12, respectively), indicating that was differentially beneficial skills.