The Impact of Oregon Reading First on Student Reading Outcomes

2011 ◽  
Vol 112 (2) ◽  
pp. 307-331 ◽  
Author(s):  
Scott K. Baker ◽  
Keith Smolkowski ◽  
Jeanie Mercier Smith ◽  
Hank Fien ◽  
Edward J. Kame'enui ◽  
...  
Keyword(s):  
Reading First ◽  
Reading Outcomes ◽  
Student Reading ◽  
The Impact

scholarly journals Exploring variation in reading comprehension among young adult Spanish–English bilinguals: The role of environmental language contact and attitudes toward reading

2017 ◽  
Vol 22 (6) ◽  
pp. 695-716 ◽  
Author(s):  
Sara Ashley Smith ◽  
Jessica G Briggs ◽  
Holly Pothier
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
University Students ◽  
Attitudes Toward Reading ◽  
Reading Outcomes ◽  
English Reading ◽  
English Bilingual ◽  
English Reading Comprehension ◽  
Language Environment ◽  
The Impact

Aims: The goal of this study was to investigate diversity among Spanish–English bilingual university-level students’ reading outcomes and the impact of reading attitudes, motivation, and variation in language environment. Design: The current study included 50 Spanish–English bilingual undergraduate students, mean age 21.8 years, from a university in the western United States. Participants were administered a battery of standardized assessments including measures of executive function, English reading comprehension, working memory, non-verbal IQ, and questionnaires addressing language environment, language behaviour, and attitudes toward reading in English and Spanish. Data and analysis: Hierarchical linear regression models regressing reading performance on questionnaire responses were performed. Findings: Spanish–English bilingual university students showed differential reading comprehension outcomes, which were significantly predicted by differences in attitudes toward reading, extrinsic and/or instrumental motivation, and environmental language usage. A combined model of IQ, working memory, perceived English reading skills, and composite of positive attitudes toward reading in Spanish and English accounted for the most variance in reading comprehension scores, 38.5%, F(2,502), p = .03. Greater Spanish use for workplace customer communication significantly predicted higher English reading comprehension. Originality: Distinct from previous research, learners’ perceived value of Spanish reading and use of Spanish in the workplace accounted for variance in English reading outcomes. Significance: Our findings that individual and environmental factors influence variation in reading outcomes indicates further heterogeneity among Spanish–English bilingual university students, with potential implications for reading development and university success.

The Impact of an Online Transition Curriculum on Secondary Student Reading

2016 ◽  
Vol 40 (1) ◽  
pp. 15-24 ◽  
Author(s):  
Allison R. Lombardi ◽  
Margo V. Izzo ◽  
Graham G. Rifenbark ◽  
Alexa Murray ◽  
Andrew Buck ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Secondary Students ◽  
Intervention Group ◽  
Transition Services ◽  
Linear Modeling ◽  
Literacy Strategies ◽  
Reading Comprehension Strategies ◽  
Student Reading ◽  
Quasi Experimental ◽  
The Impact

This study investigates the impact of an online transition curriculum embedded with literacy strategies on reading outcomes for secondary students in grades 9–12 across two states. The quasi-experimental pretest/posttest design had a sample of 338 students with and without disabilities and utilized the AIMS Web Maze Test for 8th Grade Reading Prompts to measure gain scores in reading comprehension. Multilevel linear modeling methods were used to examine the effects of the curriculum intervention on students nested within teachers. Findings show that while both groups increased in reading, the intervention group made larger gains that were statistically significant and corresponded to a large effect size. These results emphasize the importance of embedding reading comprehension strategies within transition services.

Lifewide or School-Only Learning: Approaches to Addressing the Developing World’s Learning Crisis

2018 ◽  
Vol 56 (2) ◽  
pp. 333-367 ◽  
Author(s):  
Elliott W. Friedlander ◽  
Nicole Arshan ◽  
Sen Zhou ◽  
Claude Goldenberg
Keyword(s):  
Reading Fluency ◽  
Controlled Trial ◽  
Developed Countries ◽  
Learning Approaches ◽  
Least Developed Countries ◽  
Treatment Groups ◽  
Student Reading ◽  
Early Grade ◽  
Cluster Randomized ◽  
The Impact

This cluster randomized controlled trial tested the impact of school-only and lifewide-learning (LWL) approaches to supporting early-grade learning over 2 years in rural Rwanda. We compare school-only and LWL treatments with a business-as-usual control condition and with each other. Schools in both treatment groups received reading materials and teacher training. LWL villages also received support to enrich home and community literacy ecologies. Student reading assessments, administered across 21 sectors (analogous to U.S. school districts), showed that both treatments positively impacted learning. LWL produced a greater impact, particularly in oral comprehension, reading fluency, and reading comprehension. However, nearly one third of the students lacked basic skills at endline, indicating that further efforts are needed to address the learning crisis in the least-developed countries.

The impact of tier 1 reading instruction on reading outcomes for students in Grades 4–12: A meta-analysis

2017 ◽  
Vol 30 (8) ◽  
pp. 1639-1665 ◽  
Author(s):  
Elizabeth Swanson ◽  
Elizabeth A. Stevens ◽  
Nancy K. Scammacca ◽  
Philip Capin ◽  
Alicia A. Stewart ◽  
...  
Keyword(s):  
Reading Instruction ◽  
Meta Analysis ◽  
Reading Outcomes ◽  
Tier 1 ◽  
The Impact

scholarly journals IMPACT OF EXTENSIVE READING ON SOPHOMORE ENGLISH MAJORS’ READING COMPREHENSION DEVELOPMENT AT DALAT UNIVERSITY

2021 ◽  
Vol 12 (1) ◽  
pp. 78
Author(s):  
Nguyen Thi Thao Hien ◽  
Nguyen Thi Tuong Vy
Keyword(s):  
English Language ◽  
Reading Program ◽  
Extensive Reading ◽  
Reading Abilities ◽  
English Majors ◽  
Student Reading ◽  
Comprehension Development ◽  
Graded Readers ◽  
The Impact ◽  
Experimental Group

This paper reports on an extensive reading program utilizing graded readers and the Moodle Reader for sophomore English majors at Dalat University. The main purpose of the study was to determine the impact of such a program on student reading abilities and to explore their attitudes toward the program. Data were collected from pretests, posttests, and questionnaires. Findings indicated that the extensive reading program was largely responsible for the higher mean gain on the posttest made by the experimental group, and that the majority of students expressed positive opinions toward the program. The paper concludes by putting forward some pedagogical implications on the implementation of such a program with English language students and lecturers in their courses of reading.

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