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The effects of a comprehensive reading intervention programme for Grade 3 children
Author(s) -
Frost Jørgen,
Sørensen Peer Møller
Publication year - 2007
Publication title -
journal of research in reading
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.077
H-Index - 51
eISSN - 1467-9817
pISSN - 0141-0423
DOI - 10.1111/j.1467-9817.2007.00344.x
Subject(s) - spelling , psychology , reading (process) , intervention (counseling) , response to intervention , percentile , developmental psychology , mathematics education , linguistics , statistics , mathematics , psychiatry , philosophy
A group of 37 8‐year‐old children who had scored below the 20th percentile on a national reading test were offered intensive reading instruction in groups of four during Grade 3 in two periods (10 and 5 weeks). The intervention was delivered by six teachers who received training in a comprehensive reading intervention programme called Epi‐Meta‐Mastery‐Approach, designed on the basis of the theory of metalinguistic development (Gombert, 1992). A control group of 36 children received increased instructional intensity during the same periods. The intervention group showed gains in comparison with the control group on measures of word and non‐word reading and spelling.