Advanced search
Add to list

Reading intervention : promoting late elementary students’ reading comprehension, motivation and strategy use

Rielke Bogaert (UGent) , Emmelien Merchie (UGent) and Hilde Van Keer (UGent)
Author
Organization
Abstract
Many late elementary students still struggle with reading comprehension, a key competence in our information society (Rasinski, 2017). Moreover, the society is becoming increasingly diverse as well as the student needs (Tenenbaum et al., 2017). Within this context, educational researchers increasingly focus on response-to-intervention (RTI) research (e.g., Jimerson et al., 2016). RTI research aims to meet a diverse range of student needs by implementing multitiered interventions. The first tier of RTI (i.e., high-quality whole classroom instruction) is regarded as the most important level (Swanson et al., 2017). However, most RTI studies report tier 2 or tier 3 interventions instead of tier 1 interventions (e.g., Wanzek et al., 2015). Therefore, this study examines the effect of a tier 1 intervention on fifth- and sixth-graders’ (a) reading comprehension, (b) reading motivation and (c) strategy use. The intervention contains four evidence-based teaching practices (i.e., strategy instruction, reading motivation promotion, peer-mediated instruction and differentiated instruction). Second, this study pays specific attention to the participating struggling students (i.e., poor readers or students with learning disabilities). A clustered-randomized controlled trial with repeated measures design (i.e., pre- and posttest) at school level is conducted from December 2020 till March 2021. Based on the pretest data, 459 students participated, divided into a control (n = 230) and intervention (n = 229) condition (46.2% girls; 53.8% boys; 57.7% fifth-graders; 42.3% sixth-graders). Multilevel analyses will be used to analyze the results. The presentation will discuss the analyses in detail as well as the implications for practice and further RTI research.

Citation

Please use this url to cite or link to this publication:

MLA
Bogaert, Rielke, et al. “Reading Intervention : Promoting Late Elementary Students’ Reading Comprehension, Motivation and Strategy Use.” Society for Scientific Studies of Reading (SSSR), Twenty-Eighth Annual Meeting, Abstracts, 2021.
APA
Bogaert, R., Merchie, E., & Van Keer, H. (2021). Reading intervention : promoting late elementary students’ reading comprehension, motivation and strategy use. In Society for Scientific Studies of Reading (SSSR), twenty-eighth annual meeting, Abstracts. Virtual Meeting.
Chicago author-date
Bogaert, Rielke, Emmelien Merchie, and Hilde Van Keer. 2021. “Reading Intervention : Promoting Late Elementary Students’ Reading Comprehension, Motivation and Strategy Use.” In Society for Scientific Studies of Reading (SSSR), Twenty-Eighth Annual Meeting, Abstracts.
Chicago author-date (all authors)
Bogaert, Rielke, Emmelien Merchie, and Hilde Van Keer. 2021. “Reading Intervention : Promoting Late Elementary Students’ Reading Comprehension, Motivation and Strategy Use.” In Society for Scientific Studies of Reading (SSSR), Twenty-Eighth Annual Meeting, Abstracts.
Vancouver
1.
Bogaert R, Merchie E, Van Keer H. Reading intervention : promoting late elementary students’ reading comprehension, motivation and strategy use. In: Society for Scientific Studies of Reading (SSSR), twenty-eighth annual meeting, Abstracts. 2021.
IEEE
[1]
R. Bogaert, E. Merchie, and H. Van Keer, “Reading intervention : promoting late elementary students’ reading comprehension, motivation and strategy use,” in Society for Scientific Studies of Reading (SSSR), twenty-eighth annual meeting, Abstracts, Virtual Meeting, 2021.
@inproceedings{8717447,
  abstract     = {{Many late elementary students still struggle with reading comprehension, a key competence in our information society (Rasinski, 2017). Moreover, the society is becoming increasingly diverse as well as the student needs (Tenenbaum et al., 2017). Within this context, educational researchers increasingly focus on response-to-intervention (RTI) research (e.g., Jimerson et al., 2016). RTI research aims to meet a diverse range of student needs by implementing multitiered interventions. The first tier of RTI (i.e., high-quality whole classroom instruction) is regarded as the most important level (Swanson et al., 2017). However, most RTI studies report tier 2 or tier 3 interventions instead of tier 1 interventions (e.g., Wanzek et al., 2015).

Therefore, this study examines the effect of a tier 1 intervention on fifth- and sixth-graders’ (a) reading comprehension, (b) reading motivation and (c) strategy use. The intervention contains four evidence-based teaching practices (i.e., strategy instruction, reading motivation promotion, peer-mediated instruction and differentiated instruction). Second, this study pays specific attention to the participating struggling students (i.e., poor readers or students with learning disabilities).

A clustered-randomized controlled trial with repeated measures design (i.e., pre- and posttest) at school level is conducted from December 2020 till March 2021. Based on the pretest data, 459 students participated, divided into a control (n = 230) and intervention (n = 229) condition (46.2% girls; 53.8% boys; 57.7% fifth-graders; 42.3% sixth-graders). Multilevel analyses will be used to analyze the results.

The presentation will discuss the analyses in detail as well as the implications for practice and further RTI research.}},
  author       = {{Bogaert, Rielke and Merchie, Emmelien and Van Keer, Hilde}},
  booktitle    = {{Society for Scientific Studies of Reading (SSSR), twenty-eighth annual meeting, Abstracts}},
  language     = {{eng}},
  location     = {{Virtual Meeting}},
  title        = {{Reading intervention : promoting late elementary students’ reading comprehension, motivation and strategy use}},
  url          = {{https://www.triplesr.org/twenty-eighth-annual-meeting}},
  year         = {{2021}},
}