Improving reading comprehension of at‐risk high‐school students: The ART of reading program

McCallum, R. Steve; Krohn, Katherine R.; Skinner, Christopher H.; Hilton-Prillhart, Angela; Hopkins, Michael; Waller, Steven N.; Polite, Fritz G.

doi:10.1002/pits.20541

Cited by 20 publications

(11 citation statements)

References 15 publications

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“…Self-management and specifically self-monitoring strategies have been used to increase a variety of desirable behaviors in secondary schools such as: productivity rate, study behaviors, correct punctuation, attention given to appropriate behavior, and treatment integrity (Alfassi, 1998; Jitendra, Cole, Hoppes, & Wilson, 1998); improved accuracy, and work completion (Shimabukuro, Prater, Jenkins, & Edelen-Smith, 1999); and reading comprehension and writing (Alfassi, 1998; McCallum et al, 2011). …”

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confidence: 99%

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A Group Contingency Plus Self-Management Intervention Targeting At-Risk Secondary Students’ Class-Work and Active Engagement

Trevino-Maack

Kamps

Wills

2014

Remedial and Special Education

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The purpose of the present study is to show that an independent group contingency (GC) combined with self-management strategies and randomized-reinforcer components can increase the amount of written work and active classroom responding in high school students. Three remedial reading classes and a total of 15 students participated in this study. Students used self-management strategies during independent reading time to increase the amount of writing in their reading logs. They used self-monitoring strategies to record whether or not they performed expected behaviors in class. A token economy using points and tickets was included in the GC to provide positive reinforcement for target responses. The results were analyzed through visual inspection of graphs and effect size computations and showed that the intervention increased the total amount of written words in the students’ reading logs and overall classroom and individual student academic engagement.

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confidence: 99%

“…They have been used with positive results alone and in combination with other behavioral interventions (e.g., Blick & Test, 1987; McCallum et al, 2011; Crabtree et al, 2010). …”

mentioning

confidence: 99%

A Group Contingency Plus Self-Management Intervention Targeting At-Risk Secondary Students’ Class-Work and Active Engagement

Trevino-Maack

Kamps

Wills

2014

Remedial and Special Education

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“…According to Scammacca et al (2015), over the past decade only five studies of high school struggling readers have been conducted in the United States (Harris, Schumaker, & Deshler, 2011;Lang et al, 2009;McCallum et al, 2011;Penney, 2002;Wexler, Vaughn, Roberts, & Denton, 2010). All but one of these studies provided fewer than 25 hr of intervention instruction (Harris et al, 2011;McCallum et al, 2011;Penney, 2002;Wexler et al, 2010) and focused on single components of reading instruction such as word study (Penney, 2002), fluency , vocabulary (Harris et al, 2011), or comprehension (McCallum et al, 2011. Only Lang et al (2009) provided a multicomponent intervention for 90 min per day over a 9-month period and found no statistically significant differences in reading comprehension between struggling readers in the treatment and comparison conditions.…”

Section: Intensive Reading Interventionsmentioning

confidence: 99%

Effects of Reading Comprehension and Vocabulary Intervention on Comprehension-Related Outcomes for Ninth Graders With Low Reading Comprehension

Solís

Vaughn

Stillman-Spisak

et al. 2018

Reading & Writing Quarterly

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This experimental study examined the efficacy of a multicomponent reading intervention compared to a business-as-usual comparison condition on the reading comprehension and content area vocabulary outcomes of adolescent students with low reading comprehension. We randomly assigned 9th-grade students with low reading comprehension to a researcherprovided intervention (n ¼ 51) or a business-as-usual comparison (n ¼ 49) group. Reading interventionists provided weekly instruction for 2 semesters (M ¼ 114 hr) to small groups of students (M ¼ 5). We estimated intervention effects for each outcome measure using repeated measures analyses of covariance (ANCOVAs) for measures of reading and vocabulary. Results indicated statistically significant differences between students in the intervention and comparison conditions on measures of vocabulary and on the Test of Sentence Reading Efficiency and Comprehension (TOSREC) and no differences on the Woodcock-Johnson III Passage Comprehension subtest. Repeated measures ANCOVAs indicated large effect sizes on vocabulary measures between intervention and comparison students on multiplechoice and free response items (g p 2 ¼ .16 and .19, respectively) and small effect sizes on the TOSREC (g p 2 ¼ .02).

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“…For example, integrating vocabulary and comprehension strategies with peer collaboration and discussion activities has led to improved student outcomes in reading as well as content learning (McCallum et al, 2011;Morocco, Hindin, Mata-Aguilar, & Clark-Chiarelli, 2001;Wexler, Reed, Pyle, Mitchell, & Barton, 2013). However, using peer-mediated activities as a replacement for having students actively read text for themselves has not proven effective (Cuevas et al, 2012).…”

Section: Elements Of Effective Instructional Deliverymentioning

confidence: 99%

Improving Reading Comprehension of Middle and High School Students

Santi¹,

Reed²

2015

Literacy Studies

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While language defines humanity, literacy defines civilization. Understandably, illiteracy or difficulties in acquiring literacy skills have become a major concern of our technological society. A conservative estimate of the prevalence of literacy problems would put the figure at more than a billion people in the world. Because of the seriousness of the problem, research in literacy acquisition and its breakdown is pursued with enormous vigor and persistence by experts from diverse backgrounds such as cognitive psychology, neuroscience, linguistics and education. This, of course, has resulted in a plethora of data, and consequently it has become difficult to integrate this abundance of information into a coherent body because of the artificial barriers that exist among different professional specialties. The purpose of this series is to bring together the available research studies into a coherent body of knowledge. Publications in this series are of interest to educators, clinicians and research scientists in the above-mentioned specialties. Some of the titles suitable for the Series are: fMRI, brain imaging techniques and reading skills, orthography and literacy; and research based techniques for improving decoding, vocabulary, spelling, and comprehension skills. This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made.Printed on acid-free paper Springer International Publishing AG Switzerland is part of Springer Science+Business Media (www. springer.com) AbstractThe focus of this Springer Literacy Edition is to provide the most current research regarding instruction in the area of comprehension for middle and high school students. Each author of the first four chapters will focus on a core subject area in middle and high school and discuss the current research along with instructional implications for this particular population. Core subject areas are defined as social studies/history, science, English language arts, and mathematics. Three additional chapters on special educatio...

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Improving reading comprehension of at‐risk high‐school students: The ART of reading program

Cited by 20 publications

References 15 publications

A Group Contingency Plus Self-Management Intervention Targeting At-Risk Secondary Students’ Class-Work and Active Engagement

A Group Contingency Plus Self-Management Intervention Targeting At-Risk Secondary Students’ Class-Work and Active Engagement

Effects of Reading Comprehension and Vocabulary Intervention on Comprehension-Related Outcomes for Ninth Graders With Low Reading Comprehension

Improving Reading Comprehension of Middle and High School Students

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