Recent initiatives in the U.S.
and U.K. have added greatly to the amount and quality of research on
the effectiveness of secondary reading programs, especially programs for
struggling readers.
This review of the experimental research on
secondary reading programs focuses on 69 studies that used random
assignment (n=62) or high-quality quasi-experiments (n=7) to evaluate
outcomes of 51 programs on widely accepted measures of reading.
Categories of programs using one-to-one and small-group tutoring,
cooperative learning, whole-school approaches including organizational
reforms such as teacher teams, and writing-focused approaches showed
positive outcomes. Individual approaches in a few other categories also
showed positive impacts. These include programs emphasizing social
studies/science, structured strategies, and personalized and
group/personalization rotation approaches for struggling readers.
Programs that provide a daily extra period of reading and those
utilizing technology were no more effective, on average, than programs
that did not provide these resources. The findings suggest that
secondary readers benefit more from socially and cognitively engaging
instruction than from additional reading periods or technology.
Full Report
Baye, A., Lake, C., Inns, A. & Slavin, R. E. (2018, January). A Synthesis of Quantitative Research on Reading Programs for Secondary Students. Baltimore, MD: Johns Hopkins University, Center for Research and Reform in Education.
Baye, A., Lake, C., Inns, A. & Slavin, R. E. (2018, January). A Synthesis of Quantitative Research on Reading Programs for Secondary Students. Baltimore, MD: Johns Hopkins University, Center for Research and Reform in Education.
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