Authors: Thames, Dana¹; Reeves, Carolyn¹; Kazelskis, Richard¹; York, Kathleen¹; Boling, Charlotte²; Newell, Kavatus³; Wang, Ying⁴

Source: Reading Psychology, Volume 29, Number 1, January 2008 , pp. 86-115(30)

Publisher: Routledge, part of the Taylor & Francis Group

Abstract:

This study examined the effects of individualized, integrated language arts as a reading approach on struggling readers' comprehension scores obtained from oral narrative, silent narrative, and silent expository passages at three levels: below-grade, on-grade, and above-grade levels. Students (N = 93) in grades four through eight, who were reading below grade level, participated in the study. Treatment group students (n = 51) received individualized, integrated language arts as a reading approach once a week in place of basal reading instruction. Comparison group students (n = 42) received basal reading instruction for the duration of the study. Multivariate analysis of covariance was used to analyze posttest Analytical Reading Inventory (ARI) comprehension scores. Several statistically significant (p < .001) differences in comprehension performance were found for on-grade-level scores and for above-grade-level scores, but few differences were found between treatment and comparison groups on below-grade-level scores. All statistically significant differences favored students in the treatment group. The findings of the study strongly suggest that the use of individualized, integrated language arts as a method for teaching reading is an effective approach for improving the reading comprehension performance of struggling readers.

Document Type: Research article

DOI: http://dx.doi.org/10.1080/02702710701853625

Affiliations: 1: The University of Southern Mississippi, 2: University of West Florida, 3: University of Mary Washington, 4: Mississippi Valley State University,

Publication date: 2008-01-01

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