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EJ978812 - Exploring the Value Added of a Guided, Silent Reading Intervention: Effects on Struggling Third-Grade Readers' Achievement

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ERIC #:	EJ978812
Title:	Exploring the Value Added of a Guided, Silent Reading Intervention: Effects on Struggling Third-Grade Readers' Achievement
Authors:	Reutzel, D. Ray; Petscher, Yaacov; Spichtig, Alexandra N.
Descriptors:	Academic Achievement; Achievement Tests; Control Groups; Reading Fluency; Urban Schools; Quasiexperimental Design; Scores; Silent Reading; Grade 3; Elementary School Students; Reading Difficulties; School Districts; Pretests Posttests; Probability; Reading; Effect Size; Reading Achievement; Reading Instruction; Reading Comprehension; Experimental Groups; Sample Size; Sampling
Source:	Journal of Educational Research, v105 n6 p404-415 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:	2012-00-00
Pages:	12
Pub Types:	Journal Articles; Reports - Research
Abstract:	The authors' purpose was to explore the effects of a supplementary, guided, silent reading intervention with 80 struggling third-grade readers who were retained at grade level as a result of poor performance on the reading portion of a criterion referenced state assessment. The students were distributed in 11 elementary schools in a large, urban school district in the state of Florida. A matched, quasi-experimental design was constructed using propensity scores for this study. Students in the guided, silent reading intervention, "Reading Plus," evidenced higher, statistically significant mean scores on the Florida Comprehensive Assessment Test criterion assessment measure of reading at posttest. The effect size, favoring the guided, silent reading intervention group was large, 1 full standard deviation, when comparing the 2 comparison groups' mean posttest scores. As such, the results indicate a large advantage for providing struggling third-grade readers guided silent reading fluency practice in a computer-based practice environment. No significant difference was found between the treatment and control group on the Stanford Achievement Test-10 (SAT-10) posttest scores, although posttest scores for the treatment group trended higher than the control. After conducting a power analysis, it was determined that the sample size (n = 80) was too small to provide sufficient statistical power to detect a difference in third-grade students' SAT-10 scores. (Contains 2 tables.)
Abstractor:	As Provided
Reference Count:	71

Note:	N/A
Identifiers:	Florida; Florida Comprehensive Assessment Test; Stanford Achievement Tests; Sunshine State Standards FL
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0022-0671
Audiences:	N/A
Languages:	English
Education Level:	Elementary Education; Grade 3
Direct Link:	http://dx.doi.org/10.1080/00220671.2011.629693

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