Interventions for struggling adolescent and adult readers: instructional, learner, and situational differences

Calhoon, Mary Beth; Scarborough, Hollis S.; Miller, Brett

doi:10.1007/s11145-013-9442-7

Cited by 6 publications

(6 citation statements)

References 13 publications

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“…The current study provides a reading intervention that is integrated into the disciplinary knowledge of social studies and science necessary for success in content-area classrooms. Recognizing that intervention effects for secondary and adult struggling readers are difficult to obtain (Calhoon, Scarborough, & Miller, 2013), we provided a 2-year intervention that used texts and key vocabulary aligned with the social studies and science units taught in those grade levels. This study reports findings for students with disabilities participating in a large-scale multiyear intervention study (Roberts, Vaughn, Fletcher, Stuebing, & Barth, 2013; Vaughn et al, 2014).…”

Section: Content-area Readingmentioning

confidence: 99%

Improving Reading Comprehension for High School Students With Disabilities

Vaughn

Roberts

Schnakenberg

et al. 2015

Exceptional Children

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The authors examine the results for students with disabilities from a 2-year randomized controlled trial with students identified in ninth grade and followed through 10th grade in their allotted condition group. Prior to ninth grade, students with disabilities who met criteria for low reading comprehension (i.e., through failure on the state accountability test) were randomly assigned to one of three treatment conditions-reading without dropout prevention, reading with dropout prevention, dropout prevention without reading-or a business-asusual condition. Students with disabilities in the reading treatments demonstrated significant gains on reading comprehension (Hedges's g = .44) compared to students with disabilities in the business-as-usual and dropout-prevention-without-reading conditions. Results support extensive (2-year) interventions in reading for high school students with disabilities.

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Section: Content-area Readingmentioning

confidence: 99%

Improving Reading Comprehension for High School Students With Disabilities

Vaughn

Roberts

Schnakenberg

et al. 2015

Exceptional Children

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“…This research may have important implications for interventions among struggling adult readers. Intervention and instruction among struggling adult readers have proved challenging with limited success (Calhoon et al, 2013; Greenberg et al, 2011; Lesgold & Welch‐Ross, 2012; Scarborough et al, 2013). Findings from this study suggest that adults enrolled in adult education programmes may benefit most from instruction once they are able to quickly and accurately engage word reading processes (Perfetti & Hart, 2002; Wang et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Exploring moderational and mediational relations among word reading, vocabulary, sentence processing and comprehension for struggling adult readers

Feller

Talwar

Greenberg

et al. 2023

Journal Research in Reading

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Background: A significant portion of adults struggle to read at a basic level. Word reading (defined here as decoding and word recognition) appears to play a pivotal role for this population of readers; however, less is known about how word reading relates to other important semantic processes (e.g., vocabulary, sentence processing) known to account for a large portion of variance in reading comprehension. This study used the Reading Systems Framework to explore the extent that moderational and mediational relations existed between word reading and semantic processing abilities in predicting reading comprehension. Methods: Participants (N = 169) completed the Reading Inventory and Scholastic Evaluation, which consists of a series of subtests intended to measure decoding/word recognition, vocabulary, sentence processing and reading comprehension.Results: A moderated mediation model was constructed to assess the extent to which moderational and mediational relations between word reading and semantic processing were predictive of comprehension. Results suggested that word reading moderated the effect of vocabulary knowledge on comprehension among struggling adult readers. Additionally, semantic processing at the word (i.e., vocabulary) and sentence level both significantly mediated the relation between word reading and comprehension.

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“…Recognizing that improving outcomes in reading comprehension for secondary students has been a challenging task (Calhoon, Scarborough, & Miller, ), we recently designed a set of instructional practices (Promoting Acceleration of Comprehension and Content through Text [PACT]) aimed at improving knowledge and comprehension outcomes for students in middle and secondary social studies classes, including those with identified disabilities and students who are English language learners. Social studies teachers integrate the practices in their existing instructional content units.…”

Section: Implementation Of a Text‐based Content Intervention In Seconmentioning

confidence: 99%

Implementation of a Text-Based Content Intervention in Secondary Social Studies Classes

Wanzek

Vaughn²

2016

New Directions for Child and Adolescent Development

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We describe teacher fidelity (adherence to the components of the treatment as specified by the research team) based on a series of studies of a multicomponent intervention, Promoting Acceleration of Comprehension and Content Through Text (PACT), with middle and high school social studies teachers and their students. Findings reveal that even with highly specified materials and implementing practices that are aligned with effective reading comprehension and content instruction, teachers' fidelity was consistently low for some components and high for others. Teachers demonstrated consistently high implementation fidelity and quality for the instructional components of building background knowledge (comprehension canopy) and teaching key content vocabulary (essential words), whereas we recorded consistently lower fidelity and quality of implementation for the instructional components of critical reading and knowledge application.

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Interventions for struggling adolescent and adult readers: instructional, learner, and situational differences

Cited by 6 publications

References 13 publications

Improving Reading Comprehension for High School Students With Disabilities

Improving Reading Comprehension for High School Students With Disabilities

Exploring moderational and mediational relations among word reading, vocabulary, sentence processing and comprehension for struggling adult readers

Implementation of a Text-Based Content Intervention in Secondary Social Studies Classes

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