Making the right connections: Differential effects of reading intervention for subgroups of comprehenders

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Authors
McMaster, Kristen L.
Van den Broek, Paul
Espin, Christine A.
White, Mary Jane
Rapp, David N.
Kendeou, Panayiota
Bohn-Gettler, Catherine M.
Carlson, Sarah
Issue Date
2012-02
Type
Article
Language
en_US
Keywords
Reading intervention , Reading comprehension , Struggling readers , Cognitive profiles
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Abstract

The 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.

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McMaster, 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.
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Elsevier
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1041-6080
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