Amy E Barth1, Amy Elleman2. 1. Department of Special Education, University of Missouri-Columbia. 2. Department of Elementary and Special Education, Middle Tennessee State University, Murfreesboro.
Abstract
PURPOSE: We examined the effectiveness of a multistrategy inference intervention designed to increase inference making and reading comprehension for middle-grade struggling readers. METHOD: A total of 66 middle-grade struggling readers were randomized to treatment (n = 33) and comparison (n = 33) conditions. Students in the treatment group received explicit instruction in 4 inference strategies (i.e., clarification using text clues; activating and using prior knowledge; understanding character perspectives and author's purpose; answering inferential questions). In addition, narrative and informational texts were carefully chosen and sequenced to build requisite background knowledge to form inferences. Intervention was delivered in small groups of 3 students for 10 days of instruction. RESULTS: One-way analysis of covariance models on outcome measures with the respective pretest scores as a covariate revealed significant gains on a proximal measure of Egyptian-content knowledge (g = 1.37) and on a standardized measure of reading comprehension-i.e., Wechsler Individual Achievement Test-Third Edition Reading Comprehension (g = 0.46). CONCLUSION: The moderate effect on a standardized measure of reading comprehension provides preliminary evidence for the effectiveness of this multistrategy inference intervention in improving reading comprehension of middle-grade struggling readers.
PURPOSE: We examined the effectiveness of a multistrategy inference intervention designed to increase inference making and reading comprehension for middle-grade struggling readers. METHOD: A total of 66 middle-grade struggling readers were randomized to treatment (n = 33) and comparison (n = 33) conditions. Students in the treatment group received explicit instruction in 4 inference strategies (i.e., clarification using text clues; activating and using prior knowledge; understanding character perspectives and author's purpose; answering inferential questions). In addition, narrative and informational texts were carefully chosen and sequenced to build requisite background knowledge to form inferences. Intervention was delivered in small groups of 3 students for 10 days of instruction. RESULTS: One-way analysis of covariance models on outcome measures with the respective pretest scores as a covariate revealed significant gains on a proximal measure of Egyptian-content knowledge (g = 1.37) and on a standardized measure of reading comprehension-i.e., Wechsler Individual Achievement Test-Third Edition Reading Comprehension (g = 0.46). CONCLUSION: The moderate effect on a standardized measure of reading comprehension provides preliminary evidence for the effectiveness of this multistrategy inference intervention in improving reading comprehension of middle-grade struggling readers.
Authors: Sharon Vaughn; Jeanne Wanzek; Jade Wexler; Amy Barth; Paul T Cirino; Jack Fletcher; Melissa Romain; Carolyn A Denton; Greg Roberts; David Francis Journal: Read Writ Date: 2010
Authors: Sharon Vaughn; Jade Wexler; Greg Roberts; Amy A Barth; Paul T Cirino; Melissa A Romain; David Francis; Jack Fletcher; Carolyn A Denton Journal: Except Child Date: 2011-05