TY - JOUR
T1 - Making the right connections
T2 - Differential effects of reading intervention for subgroups of comprehenders
AU - McMaster, Kristen L.
AU - den Broek, Paul van
AU - A. Espin, Christine
AU - White, Mary Jane
AU - Rapp, David N.
AU - Kendeou, Panayiota
AU - Bohn-Gettler, Catherine M.
AU - Carlson, Sarah
PY - 2012/2
Y1 - 2012/2
N2 - 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.
AB - 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.
KW - Cognitive profiles
KW - Reading comprehension
KW - Reading intervention
KW - Struggling readers
UR - http://www.scopus.com/inward/record.url?scp=84855440719&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84855440719&partnerID=8YFLogxK
U2 - 10.1016/j.lindif.2011.11.017
DO - 10.1016/j.lindif.2011.11.017
M3 - Article
AN - SCOPUS:84855440719
SN - 1041-6080
VL - 22
SP - 100
EP - 111
JO - Learning and Individual Differences
JF - Learning and Individual Differences
IS - 1
ER -
