Clarke, P. J, Paul, S. A, Smith, G., Snowling, M. J & Hulme, C. (2017). Reading intervention for poor readers at the transition to secondary school. Scientific Studies of Reading,21(5), 408-427. United States of America: Routledge. Retrieved from https://doi.org/10.1080/10888438.2017.1318393
This study evaluated two 20-week reading interventions for pupils entering secondary school with reading difficulties. The interventions were delivered by trained teaching assistants (three 35-min sessions per week). 287 pupils (ages 11–13) from 27 schools were randomly allocated to three groups: reading intervention (targeting word recognition and decoding skills), reading intervention plus comprehension, or a waiting list control group. Neither intervention produced statistically significant gains in word reading but the reading intervention plus comprehension intervention produced significant gains in reading comprehension (d = 0.29) and vocabulary (d = 0.34). Further evaluations of methods to improve word reading in this population are needed.
Institute for Learning Sciences and Teacher Education
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