Repeated Reading Intervention: Outcomes and Interactions With Readers' Skills and Classroom Instruction
This study examined effects of a repeated reading intervention, Quick Reads , with incidental word-level scaffolding instruction. Second- and third-grade students with passage-reading fluency performance between the 10th and 60th percentiles were randomly assigned to dyads, which were in turn random...
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| Veröffentlicht in: | Journal of educational psychology 2008-05, Vol.100 (2), p.272-290 |
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| container_title | Journal of educational psychology |
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| creator | Vadasy, Patricia F Sanders, Elizabeth A |
| description | This study examined effects of a repeated reading intervention,
Quick Reads
, with incidental word-level scaffolding instruction. Second- and third-grade students with passage-reading fluency performance between the 10th and 60th percentiles were randomly assigned to dyads, which were in turn randomly assigned to treatment (paired tutoring,
n
= 82) or control (no tutoring,
n
= 80) conditions. Paraeducators tutored dyads for 30 min per day, 4 days per week, for 15 weeks (November-March). At midintervention, most teachers with students in the study were formally observed during their literacy blocks. Multilevel modeling was used to test for direct treatment effects on pretest-posttest gains as well as to test for unique treatment effects after classroom oral text reading time, 2 pretests, and corresponding interactions were accounted for. Model results revealed both direct and unique treatment effects on gains in word reading and fluency. Moreover, complex interactions between group, oral text reading time, and pretests were also detected, suggesting that pretest skills should be taken into account when considering repeated reading instruction for 2nd and 3rd graders with low to average passage-reading fluency. |
| doi_str_mv | 10.1037/0022-0663.100.2.272 |
| format | Article |
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Quick Reads
, with incidental word-level scaffolding instruction. Second- and third-grade students with passage-reading fluency performance between the 10th and 60th percentiles were randomly assigned to dyads, which were in turn randomly assigned to treatment (paired tutoring,
n
= 82) or control (no tutoring,
n
= 80) conditions. Paraeducators tutored dyads for 30 min per day, 4 days per week, for 15 weeks (November-March). At midintervention, most teachers with students in the study were formally observed during their literacy blocks. Multilevel modeling was used to test for direct treatment effects on pretest-posttest gains as well as to test for unique treatment effects after classroom oral text reading time, 2 pretests, and corresponding interactions were accounted for. Model results revealed both direct and unique treatment effects on gains in word reading and fluency. Moreover, complex interactions between group, oral text reading time, and pretests were also detected, suggesting that pretest skills should be taken into account when considering repeated reading instruction for 2nd and 3rd graders with low to average passage-reading fluency.</description><identifier>ISSN: 0022-0663</identifier><identifier>EISSN: 1939-2176</identifier><identifier>DOI: 10.1037/0022-0663.100.2.272</identifier><identifier>CODEN: JLEPA5</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>Achievement Gains ; Biological and medical sciences ; Control Groups ; Drills (Practice) ; Educational Psychology ; Female ; Fundamental and applied biological sciences. Psychology ; Grade 2 ; Grade 3 ; Human ; Instructional Effectiveness ; Interpersonal Communication ; Intervention ; Male ; Pretests Posttests ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Psychopedagogics. Didactics ; Reading ; Reading comprehension ; Reading Difficulties ; Reading Education ; Reading Fluency ; Reading Instruction ; Scaffolding ; Scaffolding (Teaching Technique) ; School Based Intervention ; Studies ; Supplementary Education ; Teacher Aides ; Tutoring ; Verbal Ability ; Verbal Fluency</subject><ispartof>Journal of educational psychology, 2008-05, Vol.100 (2), p.272-290</ispartof><rights>2008 American Psychological Association</rights><rights>2008 INIST-CNRS</rights><rights>Copyright American Psychological Association May 2008</rights><rights>2008, American Psychological Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a483t-3908356728c906dc75cdb9ddcbafc8d683428f896d43f4fdb593992bdb17c0953</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,778,782,27907,27908</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ796348$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=20340283$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><contributor>Harris, Karen R</contributor><creatorcontrib>Vadasy, Patricia F</creatorcontrib><creatorcontrib>Sanders, Elizabeth A</creatorcontrib><title>Repeated Reading Intervention: Outcomes and Interactions With Readers' Skills and Classroom Instruction</title><title>Journal of educational psychology</title><description>This study examined effects of a repeated reading intervention,
Quick Reads
, with incidental word-level scaffolding instruction. Second- and third-grade students with passage-reading fluency performance between the 10th and 60th percentiles were randomly assigned to dyads, which were in turn randomly assigned to treatment (paired tutoring,
n
= 82) or control (no tutoring,
n
= 80) conditions. Paraeducators tutored dyads for 30 min per day, 4 days per week, for 15 weeks (November-March). At midintervention, most teachers with students in the study were formally observed during their literacy blocks. Multilevel modeling was used to test for direct treatment effects on pretest-posttest gains as well as to test for unique treatment effects after classroom oral text reading time, 2 pretests, and corresponding interactions were accounted for. Model results revealed both direct and unique treatment effects on gains in word reading and fluency. Moreover, complex interactions between group, oral text reading time, and pretests were also detected, suggesting that pretest skills should be taken into account when considering repeated reading instruction for 2nd and 3rd graders with low to average passage-reading fluency.</description><subject>Achievement Gains</subject><subject>Biological and medical sciences</subject><subject>Control Groups</subject><subject>Drills (Practice)</subject><subject>Educational Psychology</subject><subject>Female</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Grade 2</subject><subject>Grade 3</subject><subject>Human</subject><subject>Instructional Effectiveness</subject><subject>Interpersonal Communication</subject><subject>Intervention</subject><subject>Male</subject><subject>Pretests Posttests</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Psychopedagogics. 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Psychology</topic><topic>Grade 2</topic><topic>Grade 3</topic><topic>Human</topic><topic>Instructional Effectiveness</topic><topic>Interpersonal Communication</topic><topic>Intervention</topic><topic>Male</topic><topic>Pretests Posttests</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Psychopedagogics. Didactics</topic><topic>Reading</topic><topic>Reading comprehension</topic><topic>Reading Difficulties</topic><topic>Reading Education</topic><topic>Reading Fluency</topic><topic>Reading Instruction</topic><topic>Scaffolding</topic><topic>Scaffolding (Teaching Technique)</topic><topic>School Based Intervention</topic><topic>Studies</topic><topic>Supplementary Education</topic><topic>Teacher Aides</topic><topic>Tutoring</topic><topic>Verbal Ability</topic><topic>Verbal Fluency</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Vadasy, Patricia F</creatorcontrib><creatorcontrib>Sanders, Elizabeth A</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>APA PsycArticles®</collection><collection>ProQuest One Psychology</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><jtitle>Journal of educational psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Vadasy, Patricia F</au><au>Sanders, Elizabeth A</au><au>Harris, Karen R</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ796348</ericid><atitle>Repeated Reading Intervention: Outcomes and Interactions With Readers' Skills and Classroom Instruction</atitle><jtitle>Journal of educational psychology</jtitle><date>2008-05-01</date><risdate>2008</risdate><volume>100</volume><issue>2</issue><spage>272</spage><epage>290</epage><pages>272-290</pages><issn>0022-0663</issn><eissn>1939-2176</eissn><coden>JLEPA5</coden><abstract>This study examined effects of a repeated reading intervention,
Quick Reads
, with incidental word-level scaffolding instruction. Second- and third-grade students with passage-reading fluency performance between the 10th and 60th percentiles were randomly assigned to dyads, which were in turn randomly assigned to treatment (paired tutoring,
n
= 82) or control (no tutoring,
n
= 80) conditions. Paraeducators tutored dyads for 30 min per day, 4 days per week, for 15 weeks (November-March). At midintervention, most teachers with students in the study were formally observed during their literacy blocks. Multilevel modeling was used to test for direct treatment effects on pretest-posttest gains as well as to test for unique treatment effects after classroom oral text reading time, 2 pretests, and corresponding interactions were accounted for. Model results revealed both direct and unique treatment effects on gains in word reading and fluency. Moreover, complex interactions between group, oral text reading time, and pretests were also detected, suggesting that pretest skills should be taken into account when considering repeated reading instruction for 2nd and 3rd graders with low to average passage-reading fluency.</abstract><cop>Washington, DC</cop><pub>American Psychological Association</pub><doi>10.1037/0022-0663.100.2.272</doi><tpages>19</tpages></addata></record> |
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| ispartof | Journal of educational psychology, 2008-05, Vol.100 (2), p.272-290 |
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| language | eng |
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| subjects | Achievement Gains Biological and medical sciences Control Groups Drills (Practice) Educational Psychology Female Fundamental and applied biological sciences. Psychology Grade 2 Grade 3 Human Instructional Effectiveness Interpersonal Communication Intervention Male Pretests Posttests Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Psychopedagogics. Didactics Reading Reading comprehension Reading Difficulties Reading Education Reading Fluency Reading Instruction Scaffolding Scaffolding (Teaching Technique) School Based Intervention Studies Supplementary Education Teacher Aides Tutoring Verbal Ability Verbal Fluency |
| title | Repeated Reading Intervention: Outcomes and Interactions With Readers' Skills and Classroom Instruction |
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