Improving Reading Comprehension in the Primary Grades: Mediated Effects of a Language-Focused Classroom Intervention

Journal of Speech, Language, and Hearing Research : JSLHR
Hui Jiang, Jessica A R Logan

Abstract

Purpose This article includes results from a multistate randomized controlled trial designed to investigate the impacts of a language-focused classroom intervention on primary grade students' proximal language skills and distal reading comprehension skills. Method The sample included 938 children from 160 classrooms in 4 geographic regions in the United States; each classroom was randomly assigned to 1 of 2 experimental conditions (2 variations of a language-focused intervention) or business-as-usual control. For this study, the 2 experimental conditions were collapsed, as they represented minor differences in the language-focused intervention. All children completed assessments at multiple time points during the academic year. Proximal measures (curriculum-aligned measures of vocabulary, comprehension monitoring, and understanding narrative and expository text) were administered throughout the school year. Distal measures of reading comprehension were administered at the beginning and the end of the school year. Results Multilevel multivariate regression was conducted with results showing that students receiving the language-focused intervention significantly outperformed those in the control group in comprehension monitoring ...Continue Reading

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Citations

Apr 22, 2020·PloS One·John Whitman, Ciriyam Jayaprakash
Aug 11, 2020·Language, Speech, and Hearing Services in Schools·Trina D Spencer, Douglas B Petersen
Dec 4, 2021·Language, Speech, and Hearing Services in Schools·Douglas B PetersenMollie Paige Brough

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