Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties.

ABSTRACT: Testing a component model of reading comprehension in a randomized controlled trial, we evaluated the efficacy of four different interventions that were designed to target components of language and metacognition that predict children's reading comprehension: vocabulary, listening comprehension, comprehension of literate language, academic knowledge, and comprehension monitoring. Third- and fourth-graders with language skills falling below age expectations participated (N = 645). Overall, the component interventions were only somewhat effective in improving the targeted skills, compared to a business-as-usual control (g ranged from -.14 to .33), and no main effects were significant after correcting for multiple comparisons. Effects did not generalize to other language skills or to students

SUBMITTER: Connor CM 

PROVIDER: S-EPMC6434523 | biostudies-literature | 2018

REPOSITORIES: biostudies-literature