Comparison of Three Approaches to Supplementary Reading Instruction for Low-Achieving Second-Grade Readers

This study evaluated the relative effectiveness of three approaches to supplemental reading instruction with 96 second graders with low reading achievement. It found that the approach combining explicit word recognition and reflective reading comprehension increased phonological decoding and had the...

Full description

Saved in:
Bibliographic Details
Published in:Language, speech & hearing services in schools speech & hearing services in schools, 2003-04, Vol.34 (2), p.101-116
Main Authors: Berninger, Virginia W, Vermeulen, Karin, Abbott, Robert D, McCutchen, Deborah, Cotton, Susanna, Cude, Jennifer, Dorn, Susan, Sharon, Tod
Format: Article
Language:English
Subjects:
At risk students
Control Groups
Decoding (Reading)
Disability
Elementary education
Experiments
Grade 1
Grade 2
Instructional Effectiveness
Language
Learning disabilities
Literacy
Orthography
Phonics
Phonology
Preschool education
Primary Education
Reading Achievement
Reading Comprehension
Reading Difficulties
Reading disabilities
Reading Instruction
Reading programs
Reading Skills
Remedial Reading
Teaching
Teaching Methods
Word Recognition
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This study evaluated the relative effectiveness of three approaches to supplemental reading instruction with 96 second graders with low reading achievement. It found that the approach combining explicit word recognition and reflective reading comprehension increased phonological decoding and had the highest effect size compared to the treated control, word recognition only treatment, or comprehension only treatment. (Contains references.) (Author/DB)
ISSN:0161-1461
1558-9129
DOI:10.1044/0161-1461(2003/009)