A systematic literature review of the organisational arrangements of primary school‐based reading interventions for struggling readers

Stentiford, Lauren; Koutsouris, George; Norwich, Brahm

doi:10.1111/1467-9817.12264

Cited by 9 publications

(7 citation statements)

References 63 publications

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“…Based on a literature review regarding school-based reading interventions, studies showed that there was a lack of classroom aids in some schools, in addition to a resistance from teachers due to higher workloads. It was proposed that more practical methods of intervention should be used for it to be feasible for teachers who don't have teaching assistants (Stentiford, Koutsouris, and Norwich, 2018).…”

Section: Advantages Negative Criticisms and Challenges Of Leveled Readingmentioning

confidence: 99%

The Effects of Leveled Reading on Second Language Learners

Alowais¹

2021

IJRES

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This study examines the significance of using leveled texts in the improvement of second language learners’ word recognition skills, accuracy and fluency. For this purpose, the research explores students’ readings levels, word identification and decoding skills, reading accuracy and reading fluency before and after the leveled reading program. In addition, the study investigates the English teachers’ perspectives about leveled reading and their outlook on parental. Lastly, the article explores parents’ views towards the impact of parental involvement towards child’s development. The research followed a mixed method research design, combining quantitative and qualitative data. The study was conducted in four elementary private schools in Sharjah, United Arab Emirates. The findings showed steady growth in word recognition abilities and improved automaticity. Results from running records exhibited a substantial increase in accuracy. Fluency assessments displayed a rise in fluency rate and fluency scores. Implications from this study indicate the positive effects of readings at the frustration level. Therefore, it is encouraged to explore further the impact of providing challenging reading materials.

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Section: Advantages Negative Criticisms and Challenges Of Leveled Readingmentioning

confidence: 99%

The Effects of Leveled Reading on Second Language Learners

Alowais¹

2021

IJRES

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show abstract

“…Based on a literature review regarding school-based reading interventions, studies showed that there was a lack of classroom aids in some schools, in addition to a resistance from teachers due to higher workloads. It was proposed that more practical methods of intervention should be used for it to be feasible for teachers who do not have teaching assistants (Stentiford, Koutsouris, and Norwich, 2018).…”

Section: Negative Criticism and Challengesmentioning

confidence: 99%

“…Studies revealed that teachers resist certain intervention strategies because they can be timeconsuming and result in a higher workload. Moreover, not all teachers are equipped with the proper training that will allow them to conduct the specific reading assessments that come with leveling reading (Stentiford, Koutsouris, and Norwich, 2018). Furthermore, the OECD released an evaluation report of schools in the UAE where it was revealed that school principals reported more staff shortage and less material shortage than the OECD average (Organisation for Economic Co-operation and Development, 2018).…”

Section: 2(a) Teachers' Surveymentioning

confidence: 99%

The Effects of Leveled Reading on Second Language Learners

Alowais¹,

Ogdol²

2021

IJRISS

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This study aimed to research the significance of using leveled texts in the improvement of second language learners' word recognition skills, accuracy, and fluency. The findings showed steady growth in word recognition abilities and improved automaticity. Results from running records exhibited a substantial increase in accuracy. Fluency assessments showcased a rise in fluency rate and fluency scores provided by three assessors. Implications from this study indicate the positive effects of reading at the frustration level. Therefore, it is encouraged to further explore the impact of providing challenging reading material.

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“…A systematic review of 64 international experimental evaluations between 1970-2017 focussed on how school-based reading interventions for struggling readers aged 5-8 years were delivered in a wave / tier 2 or targeted form by the RTI model (Stentiford, Koutsouris and Norwich, 2018). The review showed that the wave 2/3 interventions targeting pupils who did not respond to whole class teaching (wave / tier 1) were almost all delivered in pull-out sessions by people other than the classroom teacher.…”

Section: Conceptualising Igr As An Inclusive Targeted Interventionmentioning

confidence: 99%

Putting RCTs in their place: implications from an RCT of the integrated group reading approach

Norwich

Koutsouris

2019

International Journal of Research & Method in Education

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This paper describes the context, processes and issues experienced over 5 years in which a RCT was carried out to evaluate a programme for children aged 7-8 who were struggling with their reading. Its specific aim is to illuminate questions about the design of complex teaching approaches and their evaluation using an RCT. This covers the early development by the originator and work to develop and design a RCT funded trial. The experimental, process evaluation and case studies findings are summarised. It is argued that if RCT is the only credible evaluation approach, that there is no strong evidence for IGR use. But, if RCT as the first-choice evaluation approach needs to be supplemented by process evaluation, then a positive process evaluation might save IGR for further development and evaluation trials. However, it is suggested that conceptualising IGR as a complex teaching intervention also raises questions about RCT as the method of first choice. It is argued that a Designed-Based Research approach to scaling up IGR, an example of a Design & Research approach, might have been tried. The reasons why this was not done are explored with implications for the place of RCTs in improving teaching and learning.

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A systematic literature review of the organisational arrangements of primary school‐based reading interventions for struggling readers

Cited by 9 publications

References 63 publications

The Effects of Leveled Reading on Second Language Learners

The Effects of Leveled Reading on Second Language Learners

The Effects of Leveled Reading on Second Language Learners

Putting RCTs in their place: implications from an RCT of the integrated group reading approach

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