Replication of an Experimental Study Investigating the Efficacy of a Multisyllabic Word Reading Intervention with and without Motivational Beliefs Training for Struggling Readers

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  • Additional Information
    • Availability:
      SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      14
    • Sponsoring Agency:
      Institute of Education Sciences (ED)
    • Contract Number:
      R305F100013
    • Education Level:
      Grade 4
      Intermediate Grades
      Elementary Education
      Grade 5
      Middle Schools
    • Subject Terms:
      Intervention; Reading Skills; Syllables; Grade 4; Grade 5; Elementary School Students; Reading Difficulties; Student Motivation; Teaching Methods; Small Group Instruction; Decoding (Reading); Spelling; Reading Comprehension; English Language Learners; Achievement Tests
    • Subject Terms:
      Woodcock Johnson Tests of Achievement
    • Accession Number:
      10.1177/0022219418775114
    • ISSN:
      0022-2194
    • Abstract:
      This randomized control trial examined the efficacy of an intervention aimed at improving multisyllabic word reading (MWR) skills among fourth- and fifth-grade struggling readers (n = 109, 48.6% male), as well as the relative effects of an embedded motivational beliefs training component. This study was a closely aligned replication of our earlier work. The intervention was replicated with a three-condition design: MWR only, MWR with a motivational beliefs component, and business-as-usual control. Students were tutored in small groups for 40 lessons (four 40-min lessons each week). When we combined performance of students in both MWR conditions, intervention students significantly outperformed controls on proximal measures of affix reading and MWR, as well as standardized measures of decoding, spelling, and text comprehension. Furthermore, there was a noted interaction between English learner status and treatment on spelling performance. There were no statistically significant main effects between the MWR groups on proximal or standardized measures of interest. Findings are discussed in terms of their relevance to MWR instruction for students with persistent reading difficulties and considerations for future research related to the malleability of motivation.
    • Abstract:
      As Provided
    • What Works Clearinghouse (WWC) Reviewed:
      Meets Evidence Standards without Reservations
    • Online Access:
      https://ies.ed.gov/ncee/wwc/study/89568
    • IES Funded:
      Yes
    • Publication Date:
      2018
    • Accession Number:
      EJ1199704