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Descriptors:
Tutoring; Questionnaires; Foreign Countries; Reading Comprehension; Siblings; Peer Teaching; Family Involvement; Program Evaluation; Family Environment; Interviews; Reading Improvement; Elementary School Students

Abstract:
The aim of the present study was to investigate the impact of an educational programme involving peer tutoring at school and family tutoring at home on child reading comprehension achievement in Catalunya, Spain. We drew upon a sample of 303 primary school students from 8 to 11 years old and 223 family tutors from home (61.5% mothers, 15% fathers, 17% both parents, 6.5% siblings). Reading comprehension performance was assessed through standardised tests in pre and post-test bases. Background variables were collected by means of student and parent questionnaires and also teacher and family interviews. An analysis of the family tutoring interactions was also performed. The main results showed positive effects for all the students, but especially for the 223 students who received family support. Overall, the study reveals the effectiveness of peer learning to improve reading comprehension skills and the potential of family involvement for the development of academic skills when the school provides trust and support for it. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teaching Methods; Social Studies; Reading Comprehension; Content Area Reading; Academic Achievement; Reading Improvement; Middle Schools; Grade 8; Comparative Analysis; Reading; Pretests Posttests; Intervention; Core Curriculum; State Standards; Alignment (Education)

Abstract:
This study aimed to determine the efficacy of a content acquisition and reading comprehension treatment implemented by eighth-grade social studies teachers. Using a within-teacher design, the eighth-grade teachers' social studies classes were randomly assigned to treatment or comparison conditions. Teachers (n = 5) taught the same instructional content to both treatment and comparison classes, but the treatment classes used instructional practices focused on teaching essential words, text as a source for reading and discussion, and team-based learning approaches. Students in the treatment conditions (n = 261) scored statistically higher than students in the comparison conditions (n = 158) on all three outcomes: content acquisition (ES = 0.17), content reading comprehension (ES = 0.29), and standardized reading comprehension (ES = 0.20). Findings are interpreted as demonstrating support for the treatment in improving both knowledge acquisition and reading comprehension within content area instruction. (Contains 8 tables, 1 figure, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Comparative Analysis; Measurement Techniques; Meta Analysis; Elementary Secondary Education; Research Reports; Reading Writing Relationship; Writing Research; Reading Research; Reading Comprehension; Statistical Analysis; Reading Improvement

Abstract:
The purposes of this review were to determine: (1) if different writing activities were more effective than others in improving students' reading comprehension, and (2) if obtained differences among writing activities was related to how reading comprehension was measured? Meta-analysis was used to examine these questions across studies involving students in grades 1-12. Nineteen studies were located that met inclusion criteria, resulting in 4 writing activities comparisons with 4 or more studies per comparison: summary writing versus answering questions (k = 5), summary writing versus note taking (k = 7), answering questions versus note taking (k = 4), and answering questions versus extended writing activities (k = 6). Effect sizes calculated for each writing activities comparison indicated there were no statistically significant differences for any of these comparisons when effects were averaged over all reading comprehension measures, excluding treatment-inherent measures. However, statistically significant differences were found for two of the comparisons on specific measures. Extended writing enhanced reading comprehension better than question answering on measures where comprehension was assessed via an extended writing activity, whereas summary writing enhanced reading comprehension better than question answering on a free recall measure. The results provide limited support for the theoretical viewpoint that writing activities are differentially effective in improving reading comprehension based on how closely the writing activities are aligned with a particular measure. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Reading Skills; Reading Difficulties; Decoding (Reading); Grade 2; Longitudinal Studies; Pretests Posttests; Improvement Programs; Reading Improvement; Computer Assisted Instruction; Achievement Gains; Phonological Awareness; Sentence Structure; Control Groups; Discussion Groups; Foreign Countries; Sight Method; Word Recognition; Reading Comprehension; Memory; Reading Fluency; Short Term Memory; Naming

Abstract:
The purpose of the present study was to examine the effects of three computerized interventions on the reading skills of children with reading disabilities in Grade 2. This longitudinal intervention study included five test sessions over 1 year. Two test points occur before the intervention, and three afterwards. The last follow-up was conducted 1 year after the first measurement. One hundred thirty children in Grade 2 participated in the study. Three groups of children with reading difficulties received computerized training programmes: one aimed at improving word decoding skills and phonological abilities, the second focused on word and sentence levels and the third was a combination of these two training programmes. A fourth group received ordinary special instruction. In addition, there was one comparison group with age-matched typical readers. All groups improved their reading skills. The group that received combined training showed greater improvement than the one with ordinary special instruction and the group of typical readers at two follow-ups. The longitudinal results indicate additional positive results for the group that received the combined training, the majority of students from that group being no longer judged to be needing special education 1 year after the intervention. (Contains 3 figures and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Reading Motivation; Elementary School Students; Secondary School Students; Reading Difficulties; Special Needs Students; Disabilities; Reading Attitudes; Negative Attitudes; Reading Skills; Reading Strategies; Barriers; Reading Improvement; Adolescents; Grade 4; Grade 5; Grade 6; Grade 10; Grade 11; Grade 12

Abstract:
Lack of reading motivation impedes upper elementary and secondary school students' willingness to improve critical reading skills and strategies to be successful in school. Struggling readers often show a negative attitude towards reading tasks and manifest low motivation to read. Although the importance of motivation is clear, there is limited research on reading motivation of struggling adolescents with disabilities. This study examined whether reading motivation of struggling readers with and without disabilities significantly changed after an eighteen week period of reading instruction in two elementary schools and one high school in a Midwest state of the United States of America (USA). Findings yielded significant improvement in motivation for adolescents without disabilities while motivation scores declined for students with disabilities. An overview of students' answers to survey questions is provided and some evidence-based methods that teachers can utilize to improve reading motivation of upper elementary and high school students are summarized. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Reading Comprehension; Spanish; Short Term Memory; Role; Executive Function; Elementary School Students; Grade 3; Intervention; Control Groups; Experimental Groups; Reading Improvement; Intelligence; Pretests Posttests; Theories

Abstract:
Reading comprehension is a highly demanding task that involves the simultaneous process of extracting and constructing meaning in which working memory's executive processes play a crucial role. In this article, a training program on working memory's executive processes to improve reading comprehension is presented and empirically tested in two experiments with third-grade primary school students. Experiment 1 showed a greater gain after training the experimental group in contrast to the control group in reading comprehension and intelligence. In experiment 2, we focused on the training processes and compared training results of high and low pretest reading comprehension groups. Results confirmed the increase in reading comprehension, intelligence, and executive processes and showed that the low group reached a greater gain in reading comprehension after training than the high group did. The results of these experiments and their limitations are discussed in the context of recent theories on the role of executive processes in reading comprehension and the possibility of training working memory and intelligence. (Contains 8 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Accountability; Science Tests; Science Instruction; Scores; Merit Pay; Reading Tests; Reading Improvement; Mathematics Achievement; Reading Achievement; Science Achievement; Intervention; Incentives; Program Effectiveness; Correlation; Nonparametric Statistics; Regression (Statistics); Evidence; Economic Status

Abstract:
Pay for performance plans are spreading across the country due to the Obama administration's $4 billion Race to the Top initiative, which places a high priority on merit pay. Through a program that involved public accountability and bonuses, the state of North Carolina awarded more than $1 billion in school-based performance bonuses for meeting test score growth targets between 1997 and 2009. Using statewide student-level data from North Carolina, I examine the effects of accountability consequences on test scores in 2008, a year in which math and reading scores were "high stakes" and science tests were "low stakes." Results from nonparametric discontinuity models show that at the margin, accountability incentives cause higher reading gains and have no adverse effects on science scores or on low achieving students. Incentive effects on science are generally positive rather than negative. Effects on science are much stronger in low-poverty schools, however, which suggests that interventions implemented in these schools to increase math and reading scores may have complemented, rather than substituted for, science instruction. (Contains 7 tables, 4 figures, and 9 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Reading Achievement; Grade 1; Elementary School Students; Telecommunications; Handheld Devices; Intervention; Reading; Reading Instruction; Reading Improvement; At Risk Students; Elementary Schools; Literacy; Time on Task

Abstract:
Giving iPads to first graders is a leap of faith that many teachers are understandably hesitant to take, especially if their students need immediate reading intervention and school leaders want guaranteed results. This article discusses how the authors took on the challenge of improving elementary reading using iPads, found surprising success for their youngest at-risk readers, and learned some interesting things along the way. Their decision to use iPads to improve student reading was a step into the unknown, but they found the benefits far outweighed the risks. They set out to determine if using iPads would help increase reading achievement with their two lowest reading groups during the 2010-11 academic year at Hilltop Elementary School in Inver Grove Heights, Minnesota, USA. (Contains 3 resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Instruction; Intervention; Reading Fluency; Reading Improvement; Grade 3; Elementary School Students; Selection; Parents as Teachers; Tutoring; Reinforcement; Contingency Management; Comparative Analysis

Abstract:
In this study, we examined whether individualized, student-selected, parent-delivered reading interventions would produce generalized oral reading fluency improvements. Three 3rd-grade students received reading fluency interventions (repeated readings, modeling, error correction, and flashcard instruction) 1 at a time and were shown the results that each intervention produced. The students then selected the intervention strategies they wanted their parents to use. We trained parents in the student-selected reading intervention package who delivered the interventions for 4-5 weeks, and students were given the opportunity to earn rewards for generalized performance improvements at the end of each week in school. Using an alternating treatments design, results of parent tutoring were compared to a control condition that included a reinforcement contingency for generalized performance improvements to control for reinforcement effects across conditions. Generalized improvements in oral reading fluency (to high-word-overlap passages) were found for all participants. Results are discussed in terms of how educators can improve parent-tutoring outcomes by influencing students' motivation to engage in tutoring procedures. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Language Skills; Focus Groups; Student Motivation; Vocabulary Development; Reading Skills; Student Attitudes; Grade 6; Student Diversity; Reading Difficulties; Participant Satisfaction; Literacy; Improvement Programs; Reading Improvement; Achievement Gains; Achievement Need; Classroom Techniques; Motivation Techniques; Teaching Methods; English Language Learners

Abstract:
In a large urban district's ELA classrooms, an academic vocabulary intervention designed to improve linguistically diverse 6th-graders' reading and language skills was implemented and evaluated. These classrooms were characterized by high numbers of struggling readers, and linguistic diversity was the norm. As part of the evaluation, this study focuses on students' perspectives of the intervention, with the goal of shedding light on how it might have influenced their efforts toward academic success. We conducted 20 focus groups following students' participation in the program, gaining insights that bear on the dual challenge of creating a motivating and rigorous learning environment. Students linked the experience with increased academic confidence, and, in turn, academic motivation. They believed it was the challenging learning opportunities embedded in an instructional cycle that promoted deep knowledge building that helped them to be, and feel, academically successful. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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