Comparing Reading Intervention Effectiveness for Struggling Readers
Major
School Psychology
Department
Psychology
Degree
Graduate
Mentor
Richard Osbaldiston
Mentor Department
Psychology
Recommended Citation
Queen, Charles J.; Ross, Taleisha D.; and Hansford, Sarah E., "Comparing Reading Intervention Effectiveness for Struggling Readers" (2016). University Presentation Showcase Event. 10.
https://encompass.eku.edu/swps/2016/graduate/10
Abstract
Reading is the quintessential academic skill. It is imperative that students who are below grade level are given interventions to strengthen their skills. The purpose of this research is to compare traditional and computerized reading interventions. A meta-analysis was conducted to determine which reading intervention style would be most appropriate for students of different grade and achievement levels. The results showed that computerized interventions were more successful for struggling students when examining standardized scores for letter-word recognition, reading fluency, and reading comprehension. Similar patterns were observed regarding these three areas as well as decoding skills for non-struggling readers. Grade did not appear to be a moderator variable as computerized interventions were found to be more effective across all grade levels. These results indicate that computerized interventions are leading to greater improvements in these areas for students implying that more classroom resources could be spent elsewhere.
Presentation format
Poster
Poster Number
012
Comparing Reading Intervention Effectiveness for Struggling Readers
Reading is the quintessential academic skill. It is imperative that students who are below grade level are given interventions to strengthen their skills. The purpose of this research is to compare traditional and computerized reading interventions. A meta-analysis was conducted to determine which reading intervention style would be most appropriate for students of different grade and achievement levels. The results showed that computerized interventions were more successful for struggling students when examining standardized scores for letter-word recognition, reading fluency, and reading comprehension. Similar patterns were observed regarding these three areas as well as decoding skills for non-struggling readers. Grade did not appear to be a moderator variable as computerized interventions were found to be more effective across all grade levels. These results indicate that computerized interventions are leading to greater improvements in these areas for students implying that more classroom resources could be spent elsewhere.
