Effects of Individualised and Small-Group Guided Oral Reading Interventions on Reading Skills and Reading Attitude of Poor Readers in Grades 2-4

Autor/inn/en	Oostdam, Ron; Blok, Henk; Boendermaker, Conny
Titel	Effects of Individualised and Small-Group Guided Oral Reading Interventions on Reading Skills and Reading Attitude of Poor Readers in Grades 2-4
Quelle	In: Research Papers in Education, 30 (2015) 4, S.427-450 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2014.953195
Schlagwörter	Foreign Countries; Reading Skills; Reading Attitudes; Reading Difficulties; Grade 2; Grade 4; Elementary School Students; Individualized Instruction; Reading Instruction; Small Group Instruction; Oral Reading; Experiments; Instructional Effectiveness; Control Groups; Experimental Groups; Reading Fluency; Reading Comprehension; Measures (Individuals); Vocabulary Development; Intervention; Reading Tests; Netherlands; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Ausland; Reading skill; Lesefertigkeit; Reading behavior; Rading behaviour; Leseverhalten; Reading difficulty; Leseschwierigkeit; School year 02; 2. Schuljahr; Schuljahr 02; School year 04; 4. Schuljahr; Schuljahr 04; Individualisierender Unterricht; Leseunterricht; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Erprobung; Unterrichtserfolg; Leseverstehen; Messdaten; Wortschatzarbeit; Lesetest; Niederlande
Abstract	To assess the efficacy of guided oral reading as a remedy for low-achieving readers, two experiments were conducted in the early grades of primary school. In the first, poor-reading students were randomly divided between two treatment groups and a control group. In treatment groups, the intervention was delivered one-to-one, either in a repeated reading (RR) or in a continuous reading format, depending on how often students practised with the same text. In the second experiment, poor-reading students were randomly divided between a group-based guided oral reading condition and a control condition. Groups comprised three students who received an integrated version of continuous and RR. Measures included tests for fluency, reading comprehension (RC), vocabulary (VOC) and reading attitude (RA). The results demonstrate that both the individual and the group variants of guided oral reading are effective for improving fluency and RA. Transfer effects on RC and VOC could not be established. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01