The purpose of this study was to determine the effects of an intervention of five
researched reading strategies on fifth-grade students’ “word callers” reading
achievement. Twenty-one fifth-grade students attending elementary schools in midwestern
United States participated in this study. Students were randomly assigned to
either the experimental group or the control group. The students in the experimental
group received 50 minutes of small-group intervention, twice weekly, after-school, for 12
weeks focusing on the use of five research-based reading comprehension strategies. The
control group received 50 minutes of small-group intervention, twice weekly after-school
for 12 weeks, focusing on Common Core reading curriculum. Triangulation of data
sources was achieved through analysis of the running records including comprehension
retelling and answering of questions, a metacognition survey, an oral fluency rater scale,
observational notes, and a reflective interview protocol on students’ strategy use.
General findings included statistically significant changes in reading comprehension
levels in all students (control and experimental) who participated in the after-school
reading intervention. Importantly, statistically significant changes began to take place in “word callers” in the 12-week study. This was seen in their overall reading
comprehension levels, and ability to report comprehension strategies and apply them to
their reading. In summary, an after-school intervention explicitly using the Reciprocal
Teaching model plus visualizing appears to play a large role in helping “word callers”
improve their reading comprehension ability. / Department of Elementary Education
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:123456789/197393 |
| Date | 20 July 2013 |
| Creators | Grant, Christina E. |
| Contributors | Martin, Linda E. |
| Source Sets | Ball State University |
| Detected Language | English |
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