Reading Intervention in Second-grade Children with Poor Reading Abilities

Schwab, Susanne; Seifert, Susanne; Gasteiger‐Klicpera, Barbara

doi:10.1016/j.sbspro.2013.12.251

Cited by 3 publications

(4 citation statements)

References 22 publications

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“…Nevertheless, the study's limited effects must be discussed, particularly in regard to previous findings. Compared to the pilot study (see Schwab & Gasteiger-Klicpera, 2013;, where effects on both decoding sub-scales and all sub-scales of reading comprehension could be revealed, it is astonishing that in the present study no effects in decoding and only small and limited effects in reading comprehension were found. As the LARS reading program period in the previous study was shorter and the materials were only divided in three different ability levels, greater effects were expected for the present study.…”

Section: Discussioncontrasting

confidence: 80%

“…Because a research member implemented the program, no realistic schooling conditions were retained. In addition, the children with the lowest reading abilities were separated from the class and taught in small groups during the program (see Schwab, Seifert, & Gasteiger-Klicpera, 2013). In the light of the aims of inclusive class settings (Feyerer & Prammer, 2003), these children should be fostered in the whole class as well.…”

Section: Seifert Schwab and Gasteiger-klicperamentioning

confidence: 99%

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Effects of a Whole-Class Reading Program Designed for Different Reading Levels and the Learning Needs of L1 and L2 Children

Seifert

Schwab

Gasteiger‐Klicpera

2015

Reading & Writing Quarterly

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This article aims to evaluate a whole-class reading program (LARS) and its effects on decoding, reading comprehension, and language abilities of L1 and L2 German second graders. The program consisted of teacher training and differentiated reading materials offered adapted to the needs of both L1 and L2 learners. The materials were divided into four different reading levels. For the evaluation, a pre-posttest design with a comparison group was used. Decoding, reading comprehension, and language abilities of all students (n=377) were assessed before and after the implementation of the program. 159 students received reading instruction twice a week with the LARS program during regular school hours for a period of seven months. 218 students received conventional reading instruction without special materials (e.g. no differentiated materials) provided by the research team. The results indicate that the development of reading comprehension and expressive vocabulary (trained words) was significantly improved by the program.

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Section: Discussioncontrasting

confidence: 80%

Section: Seifert Schwab and Gasteiger-klicperamentioning

confidence: 99%

Effects of a Whole-Class Reading Program Designed for Different Reading Levels and the Learning Needs of L1 and L2 Children

Seifert

Schwab

Gasteiger‐Klicpera

2015

Reading & Writing Quarterly

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“…A reading-expert should support the teacher during the time the programme is implemented (Helf and Cooke 2011;Kretlow and Bartholomew 2010), in order to ensure high quality implementation. Furthermore, we are certain that the children with the lowest reading abilities in the classes (as mentioned before, they were excluded from this study and supported separately, see Schwab, Seifert, and Gasteiger-Klicpera, 2013) would have equally profited from the differentiating classroom programme. Therefore, it is recommended to implement the programme in whole classes fostering literacy competencies of every child in order to enable even children with very difficult starting conditions to participate in class instruction.…”

Section: Discussionmentioning

confidence: 99%

“…Twelve children (2 of the LARS-school, 10 of the TI school), who received a percentile rank below 5 in reading fluency (word-decoding of the SLRT II; Moll and Landerl 2010), were excluded from the analyses. Due to their poor reading skills they received another form of support (single and small group intervention) (see Schwab, Seifert, and Gasteiger-Klicpera 2013). Thus, in total 105 children (58 boys, 47 girls) participated in the study.…”

Section: Participant Groupmentioning

confidence: 99%

Improving reading in children with German as a first or second language

Schwab

Seifert

Gasteiger‐Klicpera

2014

International Journal of Early Years Education

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The study Improving Language And Reading Skills (LARS) in children with German as a first or second language evaluates a newly developed differentiating programme for reading in terms of its effects on the reading and language ability of second graders with German as a first or second language. The participant group consisted of 105 children. 55 children belonged to the group that received the programme (LARS-group) and 50 children received traditional instruction (TI-group). The reading, spelling and language ability of each participating child were assessed before and after the programme period. The children of the LARS-group were supported over three months in terms of reading texts and completing the corresponding tasks. The texts and the tasks were adapted to the students' ability levels (three different ability levels: above average, average and below average level in reading). The results indicate that the learning outcomes for children in the LARS-classes were significantly higher for reading fluency and comprehension but no effect was observed for language and spelling. The results suggest that the LARS programme was equally effective for children with German as a first or second language.

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