دورية أكاديمية
An Extensive Reading Intervention for Emergent Bilingual Students with Significant Reading Difficulties in Middle School
| العنوان: | An Extensive Reading Intervention for Emergent Bilingual Students with Significant Reading Difficulties in Middle School |
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| اللغة: | English |
| المؤلفون: | Philip Capin (ORCID |
| المصدر: | Remedial and Special Education. 2024 45(4):230-246. |
| الإتاحة: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| تاريخ النشر: | 2024 |
| Sponsoring Agency: | Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH) |
| Contract Number: | P50HD05211707 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education Elementary Education Grade 7 Grade 6 Intermediate Grades |
| Descriptors: | Reading Instruction, Middle School Students, Grade 7, English (Second Language), Second Language Learning, Second Language Instruction, Reading Difficulties, Bilingualism, Grade 6, Comparative Analysis, Word Recognition, Reading Tests, Reading Comprehension, Vocabulary Skills, Language Proficiency, Instructional Effectiveness, Metacognition, Hispanic American Students, Summer Programs, Books, Clubs, COVID-19, Pandemics |
| DOI: | 10.1177/07419325231213876 |
| تدمد: | 0741-9325 1538-4756 |
| مستخلص: | This U.S. study evaluated the effects of a reading intervention for emergent bilingual students with significant reading difficulties in Grades 6 and 7 within a multisite randomized controlled trial. Emergent bilinguals were randomized to a researcher-provided intervention (n = 171) or business-as-usual comparison condition (n = 169). Results on a measure of word reading indicated significant differences favoring treatment after Year 1; however, there were no significant differences between groups on standardized measures of reading comprehension. Initial English vocabulary knowledge moderated reading comprehension scores at the beginning of the second year of intervention, indicating that students' response to instruction varied as a function of their initial English language proficiency. The discussion focuses on interpreting these findings with an emphasis on improving the effectiveness of interventions for secondary grade emergent bilinguals with significant reading difficulties. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1433064 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0741-9325 1538-4756 |
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| DOI: | 10.1177/07419325231213876 |