scholarly journals Engaging Struggling Adolescent Readers to Improve Reading Skills

2016 ◽  
Vol 52 (3) ◽  
pp. 357-382 ◽  
Author(s):  
James S. Kim ◽  
Lowry Hemphill ◽  
Margaret Troyer ◽  
Jenny M. Thomson ◽  
Stephanie M. Jones ◽  
...  
Keyword(s):  
Reading Skills ◽  
Adolescent Readers ◽  
Struggling Adolescent Readers

Gaming to Increase Reading Skills

2016 ◽  
pp. 258-271
Author(s):  
Laura Kieran ◽  
Christine Anderson
Keyword(s):  
Social Media ◽  
Reading Comprehension ◽  
Reading Skills ◽  
Grade Student ◽  
Reading And Writing ◽  
Adolescent Readers ◽  
Instructional Supports ◽  
Use Of Technology ◽  
Struggling Adolescent Readers ◽  
8Th Grade

When considering instructional supports for struggling adolescent readers, Fisher and Ivey (2006) suggested that the interventions be comprehensive, include a variety of authentic reading and writing opportunities, and be based on varied assessment data. The researchers developed a schedule for Maya, an 8th grade student to work on vocabulary and reading comprehension via games that reviewed discreet skills as well as social media per Maya's preferences. The use of technology interventions for Maya allowed her to read, listen to, and think about meaningful texts, while maintaining balance with instruction in skills related to reading for a variety of purposes.

Phrase-Reading Mediates Between Words and Syntax in Struggling Adolescent Readers

2019 ◽  
Vol 41 (3) ◽  
pp. 162-175 ◽  
Author(s):  
Patsy Nomvete ◽  
Susan R. Easterbrooks
Keyword(s):  
Reading Comprehension ◽  
Struggling Readers ◽  
Reading Ability ◽  
Reading Rate ◽  
Hierarchical Regression ◽  
Syntactic Awareness ◽  
Adolescent Readers ◽  
Struggling Adolescent Readers ◽  
Positive Significant Correlation ◽  
Passage Reading

The components involved in adolescent reading are complex and not clearly understood in struggling readers. Phrase reading, a language skill associated with prosodic understanding of syntactic phrases, has received little attention. We studied 70 adolescent readers including delayed readers to answer the following questions: (a) Do phrase-reading ability, syntactic awareness, passage-reading rate, and reading comprehension have a positive, significant correlation; (b) Do language-related variables (i.e., phrasing ability, syntactic awareness) account for more of the variance in comprehension than passage-reading rate; (c) Does phrase-reading ability, as measured by phrase-level prosody, provide a mechanism for, or at least partially mediate, how passage-reading rate and syntactic awareness affect reading comprehension? Data were analyzed using hierarchical regression and mediation regression. All answers were affirmative suggesting that researchers studying adolescent struggling readers should investigate prosodic phrasing-reading ability as a tool for improving reading comprehension.

scholarly journals A Synthesis of the Sustainability of Remedial Reading Intervention Effects for Struggling Adolescent Readers

2020 ◽  
pp. 002221942097218
Author(s):  
Johny Daniel ◽  
Philip Capin ◽  
Paul Steinle
Keyword(s):  
Treatment Group ◽  
Student Performance ◽  
Struggling Readers ◽  
Reading Interventions ◽  
Intervention Effects ◽  
Adolescent Readers ◽  
Struggling Adolescent Readers ◽  
And Control

A majority of reading-related intervention studies aiming to remediate struggling readers’ reading outcomes assess student performance immediately following the conclusion of an intervention to determine intervention effects. Few studies collect follow-up data to measure the long-term sustainability of treatment effects. Hence, the aim of the current synthesis was to examine follow-up intervention effects of reading interventions involving adolescent struggling readers in Grades 6 to 12. Our literature search yielded only 10 studies that reported follow-up data for intervention participants, which highlights the dearth of intervention research that examines sustainability of intervention effects. Of the 10 included studies, the weighted mean effect size for all reading outcome measures was gw = 0.78 at immediate posttest and gw = 0.27 at follow-up, in favor of treatment group students. Although the magnitude of difference between treatment and control groups diminished at follow-up time, a comparison of treatment group students’ immediate posttest and follow-up scores showed that students mostly maintained gains made during intervention at follow-up time points.

scholarly journals Taking Another Look at Struggling Adolescent Readers

2010 ◽  
Vol 26 (1) ◽  
Author(s):  
Melissa Brooks-Yip ◽  
Jacqueline B. Koonce
Keyword(s):  
Adolescent Readers ◽  
Struggling Adolescent Readers
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