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A randomized control study of instructional approaches for struggling adult readers

Greenberg, D.; Wise, J.; Morris, R.; Fredrick, L.; Nanda, A. O.; Pae, H.
This study compared the effect of implicit (Extensive Reading), explicit (Corrective Reading), and a combination of the two approaches on the reading achievement of 198 adults reading at the third to sixth grade level. Corrective Reading (CR) was represented by the Decoding/Comprehension components of the various programs. Students were randomly assigned to either: Decoding and Fluency; Decoding, Comprehension, and Fluency; Decoding, Comprehension, Fluency, and Extensive Reading; Extensive Reading; and a Control/Comparison (traditional adult literacy program) approach. A variety of tests were administered for pre- and posttest measures. Results indicated significant gains independent of reading programs with all improvements associated with small effect sizes. Students in the Extensive Reading and Fluency group demonstrated significantly weaker growth in word attack skills than students in all other groups. Students in the CR groups demonstrated mastery of the content on CR tests, and fidelity checks indicated teachers implemented the lessons correctly. However, the authors speculate their learning did not transfer to the posttests administered.
Research areas:
Main publication type:
DI Curricula
Adult Literacy; Corrective Reading; Decoding; Reading Comprehension; Fluency; Extensive Reading
Journal of Research on Educational Effectiveness
Design type:
Pretest posttest control group design with random assignment
Fidelity monitored:
Students included:
Adults, African American students, Hispanic students, Asian students, Caucasian students, English as a Second Language (ESL) students, remedial students
Not listed

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