Reading Intervention Research Articles

Lived Experiences of Struggling Readers in Junior High School

This study aimed to explore the lived experiences of struggling readers in junior high school. This study was limited to four (4) participants who were under frustration reading level and had repeated grade 7. It was very particular with the lived experiences of the participants which resulted in their difficulties. Giorgi’s descriptive phenomenological study was the basis of this study. In light of the findings, the following conclusions were drawn. Participants in this study experienced difficulties such as emotional, academic, and behavioral problems. However, through this phenomenon, the participants were able to cope by emotion-focused mechanisms which were considered as poor coping mechanisms wherein the participants opted to exert effort to regulate the emotional consequences of stressful or potentially stressful events. One coping strategy that emerged was Physical Distancing wherein participants distance themselves from the things or people that give them stress or move away from a threat. Another coping mechanism exemplified by the participants was the Emotional Distancing strategy wherein struggling readers move away emotionally. It was likely that experiences, themes, techniques, and strategies described by students in this population would give teachers a new outlook from which they can enhance learning outcomes. The following recommendations were laid down: the use of a holistic approach in reading intervention since struggling readers experience difficulties in different aspects of life such as emotional, academic, and behavioral aspects; conducting a phenomenological study on the life of elementary struggling readers is also recommended since there is a much bigger number of struggling elementary readers in some regions in the country.

Family Involvement in Elementary Reading Intervention: Compensatory Relations to Dosage and Tutor-Level Heterogeneity

We used triannual reading curriculum-based measurement of oral reading fluency data from 11,834 U.S. students in Grades 2 and 3 enrolled in an evidence-based Tier 2 reading intervention program (Reading Corps) to investigate the extent to which family involvement in the intervention might buffer against a negative effect of lower intervention dosage. The relation between family involvement in Reading Corps and growth in oral reading fluency was stronger when students spent fewer hours in tutoring, suggesting that family involvement in tiered reading intervention can compensate for receiving less intervention dosage. There was noticeable variation in this effect across tutors, suggestive of tutor-level heterogeneity of this relation. The relation between sending family engagement materials to families and the materials that are returned to tutors also substantially varied across tutors. We discuss findings in terms practical significance for school-based academic intervention systems. We highlight limitations and opportunities for future directions as well.

The HOMESIDE Study-A Research Project to Support People Living With Dementia and Their Family Caregivers: Preliminary Report on Reading Intervention.

The behavioral and psychological symptoms of dementia (BPSD) can be challenging for family caregivers to cope with, leading to distress and fatigue. It is therefore important to offer effective strategies to reduce the impact of BPSD. The HOMESIDE randomized controlled trial (RCT) was testing purposefully developed interventions to improve the quality of life and wellbeing of dyads of people with dementia and family caregivers as a result of reduction of BPSD. HOMESIDE RCT was conducted in Australia, Germany, Norway, Poland and the United Kingdom between 2019 and 2022. The study design was a three-arm parallel-group single-blinded, pragmatic RCT with a sample size of 432 dyads. Dyads were randomly allocated to one of three treatment conditions: Music Intervention plus Standard Care; or Reading Intervention plus Standard Care; or Standard Care only. The Reading Intervention (RI) within the HOMESIDE RCT aimed to evoke shared discussion, reminiscence, meaningful shared experiences and consequently enrich everyday life, interaction and the emotional connection between the caregiver (CG) and carereceiver (CR); as well as to enhance activities of daily living and to promote relaxation or stimulation as appropriate. This paper describes the underlying conceptual framework, the content, and delivery of the Reading Intervention within the HOMESIDE RCT.

The sustainability effects of two reading interventions on Saudi nursing students' comprehension of scientific research.

Scientific literature is presented in complex language, most frequently in English, and includes technical jargon that represents a challenge to comprehension of an English as a foreign language (EFL) nursing student. Yet scientific literature is a powerful and trustworthy source of evidence to guide nursing practice. The aim is to examine two reading interventions (Translation vs Synthesization) and to determine which one produces long-term sustainability effects in scientific research reading comprehension. A two-group posttest-only randomized comparative design was used in which 120 participants were randomly assigned to two groups. Several instruments were used to collect the data. Study findings showed that the synthesization group significantly produced better results when compared with the translation group on both the immediate (p = 0.01) and the delayed (p = 0.013) reading comprehension tests. It shows also that gender differences have a significant impact on reading comprehension with a favor to males in the long-term reading comprehension outcome (p = 0.038) of synthesization and females in the short-term reading comprehension outcome (p = 0.015) of translation. English proficiency was significant with determination, metacognitive, and social skills in the synthesization group (p = 0.00, p = 0.01, p = 0.007 respectively). The results suggested that synthesization could be an effective reading approach in improving EFL nursing students' reading comprehension of scientific literature.

Impact of reading intervention on the phonological awareness of children with autism spectrum disorder: a systematic review and meta-analysis.

To review studies that have intervention in reading with impacts on phonological awareness in children with autism spectrum disorder. Searches took place until February 2021 in Cochrane, Embase, ERIC (Education Resources Information Center), LILACS (Latin American and Caribbean Health Sciences Literature), PubMed/Medline, Scopus, Web of Science and gray literature databases. The review included experimental studies with preschoolers and schoolchildren with ASD. Two independent reviewers selected the studies and, in case of disagreement, a third reviewer was consulted. Joanna Briggs Institute checklists were used for risk of bias. A random effects meta-analysis was performed and the certainty of the evidence was assessed using the GRADE tool. Eight studies with some impact on phonological awareness were reviewed. The risk of bias was low and moderate. The certainty of the evidence was low for randomized trials and very low for non-randomised trials. Comparison of pre- and post-therapy on the Preschool Literacy Test (TOPEL) showed that children with ASD improved phonological awareness, with a mean difference between baseline and post-therapy of 6.21 (95% CI = 3.75-8.67; I2 = 0%). Shared reading and software activities with words and phrases can alter phonological awareness. These results support further research with larger samples and a detailed description of the intervention to observe its effectiveness in phonological awareness.

Reading intervention through art of reaching and engaging (ARE) approach for struggling learners of an elementary school

This study explores the impact of the "Art of Reaching and Engaging" (ARE) approach on the reading abilities of struggling Grade 3 learners at Tugop Muslim Elementary School. Due to the absence of a specialized reading teacher, a 40-day reading intervention program was implemented, incorporating activities like prayer, modeling, music, and rewards to foster a passion for reading. Using a one-group pretest-posttest design, significant improvements were observed in students’ reading performance after the intervention. This research demonstrates the effectiveness of the ARE approach in enhancing reading skills among young learners, promoting a love for reading through an engaging and supportive learning environment.

Unlocking academic potential: a comprehensive analysis of intervention needs using CRLA in an elementary school

This study investigates the reading performance and intervention needs of Grade 1 students at Judge Antonio R. Montilla Sr. Elementary School. Utilizing a comprehensive assessment approach, the mean reading scores across four sections—MAHINATAGON, MAKISASANGKAYON, MATINALAHURON, and MABINULIGANON—were found to be relatively similar, averaging 34.32 words per minute, suggesting consistent effectiveness of the reading programs. Despite this uniformity, intervention needs varied significantly, with a notable number of students requiring some form of support, although most met the expected reading levels. The study employed the Kruskal-Wallis and Mann-Whitney U tests to analyze differences in reading and observation scores, revealing no significant disparities across sections or between genders. However, chi-square tests indicated significant associations between required intervention levels and both section and gender, suggesting certain groups may benefit from more tailored support. Recommendations include implementing targeted reading interventions, enhancing professional development for teachers, conducting regular monitoring and assessment, increasing parental involvement, adopting gender-sensitive approaches, expanding reading resources, and promoting collaborative learning strategies. These measures aim to support personalized learning and improve reading literacy, ensuring students achieve their full academic potential.

Comparing the Effectiveness of Two Kinds of Reading Interventions on Reading Outcomes in Third to Fifth Grade Farsi Speaker Students with Dyslexia: An Exploratory Study.

This research marks the exploration into comparing the effectiveness of two reading interventions in improving reading outcomes for third to fifth-grade Farsi-speaking students with dyslexia. In this randomized control trial study, twenty students in Tehran were randomly assigned to a multi-component group and a comprehension-based intervention group, each receiving 36 sessions of 45 minutes. The effectiveness of the interventions was evaluated using adjusted mean differences with a one-way ANCOVA. The results revealed the comprehension-based intervention's superior effect size across most outcomes, except for the letters string. The effect size was large for word reading 0.93 (CI -0.002 to 1.85), medium for phoneme deletion 0.67 (CI -0.23 to 1.5), small for text comprehension 0.25 (CI -0.62 to 1.13), and trivial for both rhyme identification 0.1 (-0.77 to 0.98) and non-word reading 0.11 (CI -0.76 to 0.98). The multi-component intervention had a greater effect size on letters string than the other intervention, although it was small -0.21 (CI -1.09 to 0.66). The study concluded that comprehension-based intervention was more effective for Farsi-speaking students with dyslexia in grades 3-5, emphasizing the need for diverse intervention approaches to address their specific needs.

Read to Live Program on Reading Performance Among High School Learners in Pasian National High School

This study “Read to Live” Program on the reading performance of Pasian National High School secondary school students aimed to 1.) describe the reading level in the “Read to Live” program based on the knowledge, vocabulary, language structure, verbal reasoning and literacy; 2) determine students’ reading performance in word recognition and reading comprehension; 3.) identify significant differences between the “Read to Live” program and students’ performance in word recognition and reading comprehension. The respondents were seventy-two (72) Junior High School students. Modified questionnaires about students’ characteristics were given to the respondents and Phil-IRI was used to determine their reading level. Data used an experimental study design to be collected using frequency, percentage, mean, standard deviation, and T- test. The results showed a positive response to the reading attitude and reading attitude of the respondents. Furthermore, the profile of the respondents, apart from the study behavior, influenced the performance of the respondents. Moreover, the “Read to Live” program affected the reading performance of the respondents in several areas. The researcher recommends that DepEd officials, administrators, parents and stakeholders should work together in dealing with the lack of literacy among students. An intensive reading training adapting unified reading materials was applied to thirty-two (32) females and forty(40) males in Pasian National High School. Similar studies could be conducted but focused on different reading interventions appropriate to students’ reading levels and interests as well as students’ reading comprehension and communication skills.

The SHS Learners’ Level of Reading by Acquisition: A Guide for the Formulation of Reading Intervention Program

The SHS Learners’ Level of Reading by Acquisition: A Guide for the Formulation of Reading Intervention Program

Effect of asynchronous online learning modality on reading comprehension performance among Grade 10 students of an integrated school

This study investigates the impact of asynchronous online learning on the reading comprehension performance of Grade 10 students at Rufo de la Cruz Integrated School. The study employed quasi-experimental method. This research design aims to establish a cause-and-effect relationship between an independent and dependent variable. However, unlike a true experiment, a quasi-experiment does not rely on random assignment. Instead, subjects are assigned to groups based on non-random criteria (Cresswell and Clark, 2011). This study will utilize control and experimental groups that answered the pretest and posttest reading test before and after the intervention to compare and contrast the relationship between their reading comprehension performances before and after the asynchronous reading intervention.

A Library in the Palm of Your Hand? A Randomized Reading Intervention with Low-Income Children

A Library in the Palm of Your Hand? A Randomized Reading Intervention with Low-Income Children

Game Changer: Impact of a Reading Intervention on Cognitive and Non-Cognitive Skills

Game Changer: Impact of a Reading Intervention on Cognitive and Non-Cognitive Skills

교사의 중재충실도와 학습자의 읽기성취와의 상관관계에 대한 메타분석

Objectives This study aimed to synthesize the average correlations that were found between teachers’ fidelity and reading outcomes in students in the literature on reading intervention in kindergarten to elementary school. It also aimed to examine how potential moderators might affect the degree of correlations between fidelity and reading outcomes.
 Methods A literature search were performed on electronic databases (i.e., Academic Search Premier, Education Source, ERIC, and psycINFO) for dissertations or peer-reviewed articles that examine the relationship between student academic achievement and teacher fidelity score from 2000 to April, 2023. The effect size and overall meta-analysis were analyzed using the ‘meta’ and ‘rmeta’ packages in the R Studio program. To facilitate the interpretation of the analysis results, Fisher's z were converted back to Pearson's r before presenting and interpreting the results.
 Results The results revealed that small positive correlation between teachers’ fidelity and kindergarten to elementary students’ reading outcomes. The correlation effect size was 0.12(r) among 15 experimental studies and 0.24(r) among 10 non-experimental studies. Moderator effects were only statistically significant by types of fidelity components.
 Conclusions I discussed the possible reasons for low correlation between teachers’ fidelity and students’ reading outcomes based on aspects of fidelity measurement used in the studies so far.

An Extensive Reading Intervention for Emergent Bilingual Students With Significant Reading Difficulties in Middle School

This U.S. study evaluated the effects of a reading intervention for emergent bilingual students with significant reading difficulties in Grades 6 and 7 within a multisite randomized controlled trial. Emergent bilinguals were randomized to a researcher-provided intervention ( n = 171) or business-as-usual comparison condition ( n = 169). Results on a measure of word reading indicated significant differences favoring treatment after Year 1; however, there were no significant differences between groups on standardized measures of reading comprehension. Initial English vocabulary knowledge moderated reading comprehension scores at the beginning of the second year of intervention, indicating that students’ response to instruction varied as a function of their initial English language proficiency. The discussion focuses on interpreting these findings with an emphasis on improving the effectiveness of interventions for secondary grade emergent bilinguals with significant reading difficulties.

Empowering Schools to Implement Effective Research-Based Reading Remediation Delivers Long-Lasting Improvements to Children’s Reading Trajectories

There is a wide gap between what research evidence identifies as effective reading intervention and what is currently offered in schools. This effectiveness study reports the results of a long-term research/school system partnership that is implementing reading intervention for children with reading difficulties in Canadian community schools. In Study 1, growth-curve analyses revealed significant long-term shifts in the reading trajectories of children (n = 731) from Kindergarten to Grade 5 as a function of receiving the Empower™ Reading: Decoding and Spelling intervention. Long-term outcomes were higher in children who received intervention in Grade 2 than in Grade 3, supporting the benefit of earlier intervention. In Study 2, we compare reading outcomes before and after children participated in school system-led intervention (Empower™ Reading, n = 341) to results from previously reported researcher-led intervention and business-as-usual controls. Children in both school system-led and researcher-led interventions showed greater improvement than controls on standardized measures of decoding and reading comprehension. Among school system participants, greater gains were seen for those with stronger reading skills at pre-test. Findings demonstrate successful school system implementation of research-originated and validated reading intervention. Researcher/school system partnerships may be integral in closing the research–practice gap.

The Engaged Learners Program: Effects on Student Engagement During Small Group Reading Instruction.

In this study we tested the usability, feasibility, social validity, and effectiveness of Engaged Learners, a behavior support program designed to be integrated into small group reading interventions. Participants included eight Grade 3 to 5 students with co-occurring reading difficulties and inattention. A concurrent multiple-baseline design was utilized to test the effects of Engaged Learners on engagement outcomes. Visual analysis and effect sizes indicated an improvement in engagement for seven students. Interventionists and students viewed the Engaged Learners program to be effective and socially valid. Limitations included lower than expected levels of fidelity for one interventionist and high student absenteeism. More research is needed to identify the extent to which Engaged Learners can support reading outcomes. Educators seeking an effective behavior support program that requires minimal training and coaching may consider integrating Engaged Learners into their small group reading instruction.

Improving Reading Literacy Rate of ALS (Alternative Learning System) Students Through Casaup-Literacy Program

ne of the imminent programs the government instituted for this concern is the Alternative Learning System (ALS) which aims at providing opportunities for students who are not succeeding in the traditional classroom setting to obtain academic credit, career exploration activities, and extended teacher/peer support in an alternative setting where the ultimate goal is that obtaining a diploma. The study aimed to determine the reading levels of the respondents before and after the administration of a reading intervention program. The Reading program was conceptualized as an extended service to enhance the reading abilities of the ALS students. It employed the descriptive type of research to gather facts and information regarding the reading performance levels of the respondents. The respondents of the study consisted of 70 students from ALS Program of the DepEd ALS Program. The researchers utilized the Functional Literacy Test (FLT) a standardized reading assessment tool which was administered before the intervention and after the reading program. T-test was used in the treatment of the data. Based on the findings; generally, the respondents’ age ranges from 15-23 with a minimal percentage of the ages 42-51. This shows that students tend to stop their education after attending basic education. The mean results of the pre-test which is 4.0294 are far behind the results of the post-test, which is 9.4411 mean, this indicates a highly significant difference is evident in the statistical treatment. A t-value of -29.583 resulted and a p-value of 0.000 was obtained from the data. This proves a high significance is displayed in the results and that the intervention program has proven its effectiveness in the reading performance of the ALS Students.

Executive functions-based reading training engages the cingulo-opercular and dorsal attention networks.

The aim of this study was to determine the effect of a computerized executive functions (EFs)-based reading intervention on neural circuits supporting EFs and visual attention. Seed-to-voxel functional connectivity analysis was conducted focusing on large-scale attention system brain networks, during an fMRI reading fluency task. Participants were 8- to 12-year-old English-speaking children with dyslexia (n = 43) and typical readers (n = 36) trained on an EFs-based reading training (n = 40) versus math training (n = 39). Training duration was 8 weeks. After the EFs-based reading intervention, children with dyslexia improved their scores in reading rate and visual attention (compared to math intervention). Neurobiologically, children with dyslexia displayed an increase in functional connectivity strength after the intervention between the cingulo-opercular network and occipital and precentral regions. Noteworthy, the functional connectivity indices between these brain regions showed a positive correlation with speed of processing and visual attention scores in both pretest and posttest. The results suggest that reading improvement following an EFs-based reading intervention involves neuroplastic connectivity changes in brain areas related to EFs and primary visual processing in children with dyslexia. Our results highlight the need for training underlying cognitive abilities supporting reading, such as EFs and visual attention, in order to enhance reading abilities in dyslexia.

Dialogic Reading Strategy for Billingual Child with Language Difficulties

Development of language skills is an important factor in determining children's school readiness. However, problems in language development and communication in early childhood are common. Difficulties in children's language development can have impacts on social engagements, familial dynamics, and scholastic accomplishments. This study aims to assess the efficacy of dialogic reading intervention programs to enhance oral language skills in bilingual children with language difficulties. This study used a quasi-experimental research method, focused on a single participant, utilizing observation for data collection. Quantitative descriptive analysis was employed for data interpretation. The outcomes of this study found that the dialogic reading intervention program was effective in improving children's oral language skills as seen from the number of word responses on pretest and posttest. These findings can provide valuable insights for parents and educators in developing strategies to foster children's oral language skills