Comparing the Effectiveness of Two Reading Intervention Programs for Children With Reading Disabilities

Abstract

The effectiveness of two reading intervention programs (phonics-based and inductive learning) was investigated with 63 First Nations children identified as poor readers in Grades 3 and 4 in Study 1, whereas in Study 2, the efficacy of booster sessions for inductive learning or PREP (PASS Reading Enhancement Program) was examined. The major dependent variables in Study 1 were pretest to posttest changes following intervention on reading tests for word reading and word decoding. Other dependent variables comprised tests of phonological awareness, rapid naming speed, and cognitive tests of Planning, Attention, Successive, and Simultaneous processing (PASS). Results of Study 1 showed a significant improvement on both reading tasks following inductive learning intervention, among children below the median in comparison with those above the median. The phonics-based program resulted in similar improvement in only one of the reading tasks, word decoding. Results are discussed in terms of approaches to reading intervention for children with persistent reading difficulties. In Study 2, the important dependent variables were word reading and word decoding, as well as passage comprehension. Results showed that PREP participants evidenced continued improvements in their reading skills, notably in comprehension.