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...

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Veröffentlicht in:	Language, speech & hearing services in schools speech & hearing services in schools, 2003-04, Vol.34 (2), p.101-116
Hauptverfasser:	Berninger, Virginia W, Vermeulen, Karin, Abbott, Robert D, McCutchen, Deborah, Cotton, Susanna, Cude, Jennifer, Dorn, Susan, Sharon, Tod
Format:	Artikel
Sprache:	eng
Schlagworte:	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
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Zusammenfassung:	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)