| Title: |
A Randomized Controlled Trial of Tutor- and Computer-Delivered Inferential Comprehension Interventions for Middle School Students with Reading Difficulties |
| Language: |
English |
| Authors: |
Marcia A. Barnes (ORCID 0000-0002-9446-3000); Nathan H. Clemens (ORCID 0000-0002-8361-1303); Deborah Simmons; Colby Hall; Melissa Fogarty; Amanda Martinez-Lincoln; Sharon Vaughn; Leslie Simmons; Anna-Maria Fall; Greg Roberts |
| Source: |
Scientific Studies of Reading. 2024 28(4):411-440. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
30 |
| Publication Date: |
2024 |
| Sponsoring Agency: |
Institute of Education Sciences (ED); Office of Special Education Programs (OSEP) (ED/OSERS) |
| Contract Number: |
R324A170150; H325H140001 |
| Document Type: |
Journal Articles; Reports - Research; Tests/Questionnaires |
| Education Level: |
Junior High Schools; Middle Schools; Secondary Education; Elementary Education; Grade 6; Intermediate Grades; Grade 7; Grade 8 |
| Descriptors: |
Tutors; Computer Uses in Education; Inferences; Reading Comprehension; Intervention; Middle School Students; Reading Difficulties; Grade 6; Grade 7; Grade 8; Instructional Effectiveness; Teaching Methods; Gender Differences; Educational Technology; Low Income Students; Reading Achievement |
| Geographic Terms: |
Texas |
| Assessment and Survey Identifiers: |
Test of Word Reading Efficiency; Wechsler Individual Achievement Test |
| DOI: |
10.1080/10888438.2024.2331517 |
| ISSN: |
1088-8438; 1532-799X |
| Abstract: |
An inferential comprehension intervention addressing reading comprehension difficulties of middle schoolers was tested. Method Students in Grades 6 to 8 (n = 145; 53.8% female; 71% White; 24% Black) who failed their state literacy test, were randomly assigned to tutor-led, computerized, or business-as-usual [BaU] interventions. Results The tutor-led intervention produced significant effects compared to BaU (g = 0.40) and computer-led (g = 0.30) on inference types instructed in the intervention. Students with adequate word reading in tutor-led gained more compared to BaU on WIAT-III Reading Comprehension. Boys gained more from tutor-led and BaU vs. computer-led on several measures. Conclusion Inferential comprehension is malleable in middle school, but adequate word reading may be important. The effects for boys vs. girls suggest the need to understand intervention factors beyond the content and instructional procedures of interventions. Findings are discussed with reference to theories of inference and reading comprehension as well as the literature on technology-aided literacy interventions. |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2024 |
| Accession Number: |
EJ1426738 |
| Database: |
ERIC |