Effects of individualised and small-group guided oral reading interventions on reading skills and reading attitude of poor readers in grades 2-4
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...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Oostdam, Ron [verfasserIn] |
|---|
| Format: |
Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2015 |
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| Rechteinformationen: |
Nutzungsrecht: © 2014 Taylor & Francis 2014 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
Enthalten in: Research papers in education - Abingdon, Oxfords. : Routledge, Taylor & Francis Group, 1986, 30(2015), 4, Seite 427-24 |
|---|---|
| Übergeordnetes Werk: |
volume:30 ; year:2015 ; number:4 ; pages:427-24 |
| Links: |
|---|
| DOI / URN: |
10.1080/02671522.2014.953195 |
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OLC1957317264 |
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| 520 | |a 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. | ||
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10.1080/02671522.2014.953195 doi PQ20160617 (DE-627)OLC1957317264 (DE-599)GBVOLC1957317264 (PRQ)c1873-70897cb61f2f6d0d1f379e92711c06b5a800bebbf9eb41c9628c6c67bb9dff40 (KEY)0150230120150000030000400427effectsofindividualisedandsmallgroupguidedoralread DE-627 ger DE-627 rakwb eng 370 ZDB Oostdam, Ron verfasserin aut Effects of individualised and small-group guided oral reading interventions on reading skills and reading attitude of poor readers in grades 2-4 2015 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier 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. Nutzungsrecht: © 2014 Taylor & Francis 2014 poor reading primary education experimental research reading fluency reading attitude guided oral reading Blok, Henk oth Boendermaker, Conny oth Enthalten in Research papers in education Abingdon, Oxfords. : Routledge, Taylor & Francis Group, 1986 30(2015), 4, Seite 427-24 (DE-627)225943956 (DE-600)1373929-3 (DE-576)9225943954 0267-1522 nnns volume:30 year:2015 number:4 pages:427-24 http://dx.doi.org/10.1080/02671522.2014.953195 Volltext http://www.tandfonline.com/doi/abs/10.1080/02671522.2014.953195 GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF AR 30 2015 4 427-24 |
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10.1080/02671522.2014.953195 doi PQ20160617 (DE-627)OLC1957317264 (DE-599)GBVOLC1957317264 (PRQ)c1873-70897cb61f2f6d0d1f379e92711c06b5a800bebbf9eb41c9628c6c67bb9dff40 (KEY)0150230120150000030000400427effectsofindividualisedandsmallgroupguidedoralread DE-627 ger DE-627 rakwb eng 370 ZDB Oostdam, Ron verfasserin aut Effects of individualised and small-group guided oral reading interventions on reading skills and reading attitude of poor readers in grades 2-4 2015 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier 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. Nutzungsrecht: © 2014 Taylor & Francis 2014 poor reading primary education experimental research reading fluency reading attitude guided oral reading Blok, Henk oth Boendermaker, Conny oth Enthalten in Research papers in education Abingdon, Oxfords. : Routledge, Taylor & Francis Group, 1986 30(2015), 4, Seite 427-24 (DE-627)225943956 (DE-600)1373929-3 (DE-576)9225943954 0267-1522 nnns volume:30 year:2015 number:4 pages:427-24 http://dx.doi.org/10.1080/02671522.2014.953195 Volltext http://www.tandfonline.com/doi/abs/10.1080/02671522.2014.953195 GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF AR 30 2015 4 427-24 |
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effects of individualised and small-group guided oral reading interventions on reading skills and reading attitude of poor readers in grades 2-4 |
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Effects of individualised and small-group guided oral reading interventions on reading skills and reading attitude of poor readers in grades 2-4 |
| 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. |
| abstractGer |
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. |
| abstract_unstemmed |
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. |
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| title_short |
Effects of individualised and small-group guided oral reading interventions on reading skills and reading attitude of poor readers in grades 2-4 |
| url |
http://dx.doi.org/10.1080/02671522.2014.953195 http://www.tandfonline.com/doi/abs/10.1080/02671522.2014.953195 |
| remote_bool |
false |
| author2 |
Blok, Henk Boendermaker, Conny |
| author2Str |
Blok, Henk Boendermaker, Conny |
| ppnlink |
225943956 |
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| hochschulschrift_bool |
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| doi_str |
10.1080/02671522.2014.953195 |
| up_date |
2024-07-03T23:54:57.227Z |
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