Using a supplemental, multicomponent reading intervention to increase adolescent readers' achievement

IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH
Margaret Osgood Opatz, Sarah Kocherhans
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引用次数: 0

Abstract

This study examined the effect of a supplemental, multicomponent reading intervention with 75 seventh graders who scored below grade level according to a battery of assessments. Students received a yearlong reading intervention during the 2021–2022 or 2022–2023 school year. Students' pretest and posttest data were compared to determine the impact of the reading intervention. Findings indicate that the reading intervention resulted in greater than typical improvement in reading ability, as students reading below grade level made more than a full year's growth in reading level. Implications for practice include the need for supplemental support for adolescent readers, which can mitigate the need for reading intervention that persists in secondary education.

使用补充性、多成分阅读干预来提高青少年读者的成绩
本研究对 75 名七年级学生进行了补充性、多成分阅读干预的效果进行了检验,这些学生的成绩低于年级水平。学生们在 2021-2022 学年或 2022-2023 学年接受了为期一年的阅读干预。对学生的前测和后测数据进行比较,以确定阅读干预的影响。研究结果表明,阅读干预对学生阅读能力的提高超过了一般水平,因为阅读水平低于年级的学生的阅读水平提高了一整年。对实践的启示包括,需要为青少年读者提供补充支持,这可以减轻中学教育中对阅读干预的持续需求。
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来源期刊
Journal of Adolescent & Adult Literacy
Journal of Adolescent & Adult Literacy EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
11.10%
发文量
54
期刊介绍: The Journal of Adolescent & Adult Literacy is the only literacy journal published exclusively for teachers of older learners. Each issue offers practical, classroom-tested ideas grounded in research and theory. Whether you work with new, struggling, or skilled readers, you’ll find something of interest in JAAL. Every issue includes •Practical ideas for instruction •Reviews of student and teacher resources, including young adult literature •Tips on how to integrate technology, media, and popular culture in your classroom •Reflections on current literacy trends, issues, and research
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