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Individual and group sensitivity to remedial reading program design

Title: Individual and group sensitivity to remedial reading program design: Examining reading gains across three middle school reading projects.
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Name(s): Calhoon, Mary Beth, author
Petscher, Yaacov, author
Type of Resource: text
Genre: Text
Date Issued: 2013-04-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: The purpose of this project was to examine group- and individual-level responses by struggling adolescents readers (6(th) - 8(th) grades; N = 155) to three different modalities of the same reading program, Reading Achievement Multi-Component Program (RAMP-UP). The three modalities differ in the combination of reading components (phonological decoding, spelling, fluency, comprehension) that are taught and their organization. Latent change scores were used to examine changes in phonological decoding, fluency, and comprehension for each modality at the group level. In addition, individual students were classified as gainers versus non-gainers (a reading level increase of a year or more vs. less than one year) so that characteristics of gainers and differential sensitivity to instructional modality could be investigated. Findings from both group and individual analyses indicated that reading outcomes were related to modalities of reading instruction. Furthermore, differences in reading gains were seen between students who began treatment with higher reading scores than those with lower reading scores; dependent on modality of treatment. Results, examining group and individual analyses similarities and differences, and the effect the different modalities have on reading outcomes for older struggling readers will be discussed.
Identifier: FSU_pmch_25657503 (IID), 10.1007/s11145-013-9426-7 (DOI), PMC4314959 (PMCID), 25657503 (RID), 25657503 (EID)
Keywords: Adolescents, Latent Change Score, Individual gains, Reading, Reading program design
Grant Number: P50 HD052120
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4314959.
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_25657503
Owner Institution: FSU
Is Part Of: Reading and writing.
0922-4777
Issue: iss. 4, vol. 26

Choose the citation style.
Calhoon, M. B., & Petscher, Y. (2013). Individual and group sensitivity to remedial reading program design: Examining reading gains across three middle school reading projects. Reading And Writing. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_25657503