Supplemental reading strategy instruction for adolescents: A randomized trial and follow-up study

Susan Chambers Cantrell, Janice F. Almasi, Margaret Rintamaa and Janis C. Carter

The Journal of Educational Research, 2016, vol. 109, issue 1, 7-26

Abstract: In this study, the authors examine the impact of a yearlong supplemental reading course involving daily instruction in the learning strategies curriculum on lower achieving adolescent students' reading achievement and motivation. Using a multiple-cohort randomized treatment-control group design over 4 years, they compared achievement and motivation outcomes for 605 sixth-grade students who participated in the intervention with 530 students who did not participate and 593 ninth-grade students who participated in the intervention with 535 students who did not participate. Results indicated significant impacts of the intervention on reading achievement for ninth-grade students but not for sixth-grade students. Significant impacts on reading motivation were found for both sixth- and ninth-grade students. An exploratory follow-up study indicated potential benefits of a second year of intervention for sixth-grade students who are still low achieving after 1 year of intervention.

Date: 2016
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DOI: 10.1080/00220671.2014.917258

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