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The Effects of a Comprehensive and Supplemental Middle School Reading Program
Miller, Whitney
Miller, Whitney
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Abstract
We present results of an evaluation of the first year of a multi-year comprehensive middle school reading program. Four public middle schools in rural Virginia with large populations of students with limited reading proficiency participated in a study to determine the reading program’s impact. We evaluated 235 students with low reading achievement scores, including students with disabilities, to determine reading gains. The multi-year curriculum consisted of multiple components (word-level instruction, comprehension and vocabulary, motivation and engagement, and assessment) and seven related instructional units, each taught using explicit instruction. A quasi-experimental design was used to determine the intervention’s effectiveness. Statistically significant differences were found between the experimental and comparison conditions on a standardized measure of reading achievement with some scores favoring the experimental condition. Results support, in part, the reading program’s promise to improve middle school students’ reading achievement scores at a level that may narrow the reading achievement gap.
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Date
2023-05-31
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Publisher
International Academy for Research in Learning Disabilities
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This item contains archived web content.
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Keywords
Adolescent reading, Reading disabilities, Reading interventions
Citation
Brasseur-Hock, I. F., Miller, W., Washburn, J., Chroust, A. J., & Hock, M. F. (2023). The Effects of a Comprehensive and Supplemental Middle School Reading Program. International Journal for Research in Learning Disabilities, 5(1), 25-41. https://journals.ub.uni-koeln.de/index.php/IJRLD/article/view/1885
DOI
Published Version
https://journals.ub.uni-koeln.de/index.php/IJRLD/article/view/1885