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Description

The authors examined the efficacy of an after-school multicomponent reading intervention for third- through fifth-grade students with reading difficulties. A total of 419 students were identified for participation based on a 90 standard score or below on a screening measure of the Test of Silent Reading Efficiency and Comprehension. Participating students were randomly assigned to a business-as-usual comparison condition or one of two reading treatments. All treatment students received 30 minutes of computer-based instruction plus 30 minutes of small-group tutoring for four to five times per week. No statistically significant reading comprehension posttest group differences were identified (p > .05). The limitations of this study included high attrition and absenteeism. These findings extend those from a small sample of experimental studies examining after-school reading interventions and provide initial evidence that more instruction, after school, may not yield the desired outcome of improved comprehension.

Citation

Roberts, G. J., Capin, P,, Roberts, G, Miciak, J, Quinn, J. M., & Vaughn, S. (2018). Examining the effects of afterschool reading interventions for upper elementary struggling readers. Remedial and Special Education39(3), 131–143.


Related Institute

Related Project

Published Date

2018

Funding Source

National Institute of Child Health and Human Development

Topic

Reading Instruction
Response to Intervention (RTI)
Special Education/Learning Disabilities

Type of Resource

Journal Article/Book Chapter

Audience

Researcher

Grade Level

Elementary