A randomized experiment of a mixed-methods literacy intervention for struggling readers in grades 4–6: effects on word reading efficiency, reading comprehension and vocabulary, and oral reading fluency

Kim, James Sangil; Samson, Jennifer F.; Fitzgerald, Robert; Hartry, Ardice

doi:10.1007/s11145-009-9198-2

Cited by 54 publications

(51 citation statements)

References 15 publications

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“…Katz and Carlisle (2009) research findings from the three case studies suggest that the participating fourth grade students did show growth in their reading and comprehension skills following instruction and practice with natural texts. Kim et al (2010) study finds no significant difference between children in experimental and control groups' programs on norm-referenced measures of word reading efficiency, reading comprehension, and vocabulary. They found a positive impact on oral reading fluency.…”

Section: Literature Reviewmentioning

confidence: 65%

“…The students' are males and females' within 9 years old category and different levels of achievement in reading. The study glean from the experimental design of Kim et al (2010), Awadh (1999), Al Barakat's (2010), Aldalalah et al (2010), and Katz and Carlisle (2009) to reinforce its sampling choice.…”

Section: Population and Samplementioning

confidence: 99%

“…Based on previous studies of Kim et al (2010), Awadh (1999), Al Barakat's (2010), Aldalalah et al (2010), and Katz and Carlisle (2009), an achievement test to measure reading comprehension and oral reading was devised to be administered both prior to, and after the implementation of the software as a learning tool. The face validity of the test was ascertained after scrutiny by a panel of referees, all of whom were specialists in Arabic language acquisition and assessment.…”

Section: Instruments Validity and Reliabilitymentioning

confidence: 99%

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The effectiveness of instructional software in reading comprehension skills and reading aloud of Omani fourth basic schools’ students

et al. 2016

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Section: Literature Reviewmentioning

confidence: 65%

Section: Population and Samplementioning

confidence: 99%

Section: Instruments Validity and Reliabilitymentioning

confidence: 99%

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The effectiveness of instructional software in reading comprehension skills and reading aloud of Omani fourth basic schools’ students

et al. 2016

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“…The concept of pre-reading activities has been emphatically discussed as the fundamental practices for exposing children to reading and sustaining their interests in reading text (Pemberton & Road, 2009;Suggate et al, 2013;Kim et al, 2010;Yolageldili & Arikan, 2011). Thus, activities such as relating pictures to the words of pages, fixing picture puzzles, role playing, matching and sorting help children to form basic understanding of the text, recognize the importance of reading and develop interests in reading text.…”

Section: Pre-reading Activities and Reading Achievement In Preschool mentioning

confidence: 99%

The Use of Pre-Reading Activities in Reading Skills Achievement in Preschool Education

Osei¹

2016

EUROPEAN J ED RES

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Although wealth of empirical researches have covered the impact of crucial, indispensable role reading skills play in the development of individuals' mental faculties through the acquisition of knowledge in a particular language, scientific works on the assessment of the relationship(s) between pre-reading activities (consisting of games, puzzle solving, match making) and reading skills achievement remain depressingly scanty in Ghana. This study in the light of foregoing atmosphere explored how pre-reading activities facilitate pre-reading and reading skills among preschoolers with the use of randomized experimental control groups design which adopted pre and post-test of two classes, as well as observation guides to diagnose the problem of reading among the KG children in the two groups (control and treatment groups). The findings from these experimentations clearly portrayed the significant influence that pre-reading activities exert on the level of preschoolers reading skills achievements. Upon thorough analysis, and discussions predicated on the research outcome, it has been recommended that preschool educators incorporate levelappropriate pre-reading activities to enrich Preschool Education in Ghana.

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“…For example, Kim et al's [31] evaluation of READ180 offered to 264 grade 4 to 6 (age 9 to 12) students identified as struggling readers found no effects on all outcome measures, including reading fluency, reading comprehension and vocabulary, using norm-referenced and standardised tests. The study involved randomly assigning poor readers from three elementary schools to READ180 or an alternative nonliteracy focused after-school programme.…”

Section: Read 180mentioning

confidence: 99%

Improving Literacy in the Transition Period: A Review of the Existing Evidence on What Works

See¹,

Gorard

2014

BJESBS

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Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. ABSTRACT Background: The transition from primary to secondary schools in England is marked by a concern over potential learning loss, and the realisation that a small number of students have not reached an expected or threshold level of literacy. The latter can then impact on progress in all areas of the secondary curriculum, and is reflected in subsequent qualifications. Very similar issues arise worldwide. In England, money has been made available via the Pupil Premium and the Catch-up schemes to deal with this. Several ameliorative strategies have been suggested and implemented, and several of these have claimed success even though the evidence for many is unclear. This paper presents the results of a review of all the available international evaluation evidence, to distinguish between those approaches that work, or might work and those that clearly do not. Method:The review began with a search for all possible studies worldwide, focusing on those intervention programmes that have been rigorously evaluated. Results: Forty-three studies met the barest minimum of design and quality standards for programme evaluation. The most promising single intervention programme was 'Response to Intervention' but even here the evidence was unclear. Conclusion:Overall, these studies suggest that interventions to improve literacy for older children need to start earlier in the primary school years than current policy proposals in England intend. Successful interventions tended to be those that are clear and simple. They include teacher development at the outset, using new learning materials, and Original Research ArticleBritish Journal of Education, Society & Behavioural Science, 4(6): 739-754, 2014 740 providing ongoing support focusing on those students clearly below the expected levels in literacy. However, there is still a range of interventions that could be effective but have not yet been tested. Large scale randomised controlled trials (RCTs) of these interventions could be conducted to establish their effects.

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A randomized experiment of a mixed-methods literacy intervention for struggling readers in grades 4–6: effects on word reading efficiency, reading comprehension and vocabulary, and oral reading fluency

Cited by 54 publications

References 15 publications

The effectiveness of instructional software in reading comprehension skills and reading aloud of Omani fourth basic schools’ students

The effectiveness of instructional software in reading comprehension skills and reading aloud of Omani fourth basic schools’ students

The Use of Pre-Reading Activities in Reading Skills Achievement in Preschool Education

Improving Literacy in the Transition Period: A Review of the Existing Evidence on What Works

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