Effects of a classwide reading intervention on reading fluency and comprehension of content area text with students in middle school

Matthew K. Burns, McKinzie D. Duesenberg-Marshall and Monica E. Romero

The Journal of Educational Research, 2024, vol. 117, issue 6, 378-386

Abstract: Partner reading with paragraph shrinking has been shown to be an effective classwide reading intervention in elementary school, but has yet to be studied with eighth-grade students or with content area reading such as science and social studies. The current study examined the effects of implementing the classwide intervention for 3 wk with 86 students in eighth grade that were randomly assigned to the treatment or a control group. The intervention led to significantly higher oral reading fluency (η2 = .49), and higher scores on a researcher-created maze test for science (η2 = .10) and social studies (η2 = .13). Student variables (i.e., receiving English as a second language services, special education, or a free or reduced-price lunch) did not predict student outcomes and added negligible to small amounts of variance. Therefore, the effects seemed to be positive regardless of student-level factors. Potential implications for practice and research are included.

Date: 2024
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DOI: 10.1080/00220671.2024.2423185

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