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Effects of a classwide reading intervention on reading fluency and comprehension of content area text with students in middle school

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  • Matthew K. Burns
  • McKinzie D. Duesenberg-Marshall
  • Monica E. Romero

Abstract

Partner reading with paragraph shrinking has been shown to be an effective classwide reading intervention in elementary school, but has yet to be studied with eighth-grade students or with content area reading such as science and social studies. The current study examined the effects of implementing the classwide intervention for 3 wk with 86 students in eighth grade that were randomly assigned to the treatment or a control group. The intervention led to significantly higher oral reading fluency (η2 = .49), and higher scores on a researcher-created maze test for science (η2 = .10) and social studies (η2 = .13). Student variables (i.e., receiving English as a second language services, special education, or a free or reduced-price lunch) did not predict student outcomes and added negligible to small amounts of variance. Therefore, the effects seemed to be positive regardless of student-level factors. Potential implications for practice and research are included.

Suggested Citation

  • Matthew K. Burns & McKinzie D. Duesenberg-Marshall & Monica E. Romero, 2024. "Effects of a classwide reading intervention on reading fluency and comprehension of content area text with students in middle school," The Journal of Educational Research, Taylor & Francis Journals, vol. 117(6), pages 378-386, November.
    • Handle: RePEc:taf:vjerxx:v:117:y:2024:i:6:p:378-386
    DOI: 10.1080/00220671.2024.2423185
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