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dc.contributor.authorMcMaster, Kristen L.
dc.contributor.authorVan den Broek, Paul
dc.contributor.authorEspin, Christine A.
dc.contributor.authorWhite, Mary Jane
dc.contributor.authorRapp, David N.
dc.contributor.authorKendeou, Panayiota
dc.contributor.authorBohn-Gettler, Catherine M.
dc.contributor.authorCarlson, Sarah
dc.date.accessioned2019-05-15T17:33:09Z
dc.date.available2019-05-15T17:33:09Z
dc.date.issued2012-02
dc.identifier.citationMcMaster, K.L., P.v den Broek, C. A. Espin, M.J. White, D.N. Rapp, P. Kendeou, C.M. Bohn-Gettler, and S. Carlson. 2012. "Making the right connections: Differential effects of reading intervention for subgroups of comprehenders". Learning and Individual Differences. 22 (1): 100-111.en_US
dc.identifier.issn1041-6080
dc.identifier.otherWOS:000300138000012
dc.identifier.urihttp://hdl.handle.net/10057/4712
dc.identifier.urihttp://dx.doi.org/10.1016/j.lindif.2011.11.017
dc.identifier.urihttp://hdl.handle.net/10057/16245
dc.descriptionClick on the DOI link below to access the article (may not be free).en_US
dc.description.abstractThe purpose of this study was to compare the effects of different types of questioning interventions on students' reading comprehension. Fourth-grade students (n = 246) were identified as struggling, average, or good readers and assigned randomly within school to one of three questioning interventions: two inferential conditions (Causal or General) or one literal condition ("Who, What, Where, When" or W-questioning). Teachers delivered the interventions for 20-30 min, 2-4 times per week, for 8-10 weeks. All readers made reliable pre- to posttest comprehension gains as measured by story recall (ps < .001 to .04). Differential effects for intervention were found between two subgroups of struggling comprehenders-elaborators and paraphrasers. Elaborators benefited more than paraphrasers from Causal questioning (d = .86) whereas paraphrasers benefited more than elaborators from General questioning (d = 1.46). These findings suggest that identifying subgroups is important in developing and evaluating the effectiveness of reading comprehension interventions. (C) 2011 Elsevier Inc. All rights reserved.en_US
dc.language.isoen_USen_US
dc.publisherElsevieren_US
dc.relation.ispartofseriesLearning and Individual Differences;2012:, v.22, no.1
dc.subjectReading interventionen_US
dc.subjectReading comprehensionen_US
dc.subjectStruggling readersen_US
dc.subjectCognitive profilesen_US
dc.subject.classificationPSYCHOLOGY
dc.titleMaking the right connections: Differential effects of reading intervention for subgroups of comprehendersen_US
dc.typeArticleen_US
dc.description.versionPeer reviewed article
dc.rights.holderCopyright 2012, Elsevier


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