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Thematische Bibliographien / Reading comprehension

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Zeitschriftenartikel
Dissertationen
Bücher
Buchteile
Konferenzberichte
Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Reading comprehension“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 31. Juli 2024

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Zeitschriftenartikel zum Thema "Reading comprehension"

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O. Tinapay, Ariel, Rosenie Seno, Diana Lynn Fernandez, James Samillano und Shiela L. Tirol. „Exploring Student Reading Comprehension and Parental Intervention: A Literature Review“. International Multidisciplinary Research Journal 3, Nr. 4 (23.12.2021): 189–99. http://dx.doi.org/10.54476/iimrj220.

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This study aimed to see how parental involvement affects reading proficiency in terms of reading comprehension and word recognition. The related readings from the literature, journals, dissertations, and relevant studies are presented in this review. This helps identify the related literature or readings in parental involvement and reading proficiency of learners arranged for comprehensive understanding. It begins with parental participation, the concept of reading, reading comprehension theories, and reading proficiency levels in the Philippines. Studies showed that parental involvement has positive effects in improving their reading skills.

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Hall, William S. „Reading comprehension.“ American Psychologist 44, Nr. 2 (1989): 157–61. http://dx.doi.org/10.1037/0003-066x.44.2.157.

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Kendeou, Panayiota, Kristen L. McMaster und Theodore J. Christ. „Reading Comprehension“. Policy Insights from the Behavioral and Brain Sciences 3, Nr. 1 (13.01.2016): 62–69. http://dx.doi.org/10.1177/2372732215624707.

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Reading comprehension is multidimensional and complex. The persistent challenges children, adolescents, and even adults face with reading comprehension call for concerted efforts to develop assessments that help identify sources of difficulties and to design instructional approaches to prevent or ameliorate these difficulties. Doing so requires drawing on extant research to understand the core components and processes of reading comprehension. This article reviews the theoretical and empirical literature on the construction of meaning during reading comprehension and derives implications for research, practice, and policy related to instruction and assessment. We focus specifically on the inferential processes that extract meaning from text and the sources of knowledge that facilitate the extraction and construction of meaning.

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Duffelmeyer, Frederick A., und Dale D. Baum. „Reading Comprehension“. Academic Therapy 23, Nr. 1 (September 1987): 53–59. http://dx.doi.org/10.1177/105345128702300108.

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Ferreira, Aline, Alexandra Gottardo, Christine Javier, John W. Schwieter und Fanli Jia. „Reading comprehension“. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 29, Nr. 2 (31.12.2016): 613–39. http://dx.doi.org/10.1075/resla.29.2.09fer.

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The role of first language (L1) skills in second language (L2) achievement is often investigated to assist learners in acquiring their L2. There are several factors that may influence potential relations among Spanish and English measures (e.g., age of L2 acquisition, social status, among others). This study investigates relations among L1 and L2 variables for language learners. Specifically, it focuses on relations among oral language (vocabulary), reading (word reading and reading comprehension) variables and sociocultural variables (language dominance, acculturation, socio-economic status) in Spanish-English bilinguals, all of whom were attending school in a large metropolitan, English-speaking region in Canada. Results showed that in both English and Spanish, reading and oral language variables were related. Reading comprehension was related to word reading and vocabulary in the given language. Additionally, reading comprehension in Spanish was related to dominance in that language and to affiliation with the heritage culture.

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C, Emejidio, und Gepila Jr. „Context Clues and Reading Comprehension“. International Journal of Psychosocial Rehabilitation 24, Nr. 04 (28.02.2020): 2735–46. http://dx.doi.org/10.37200/ijpr/v24i4/pr201381.

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Hồng Mai, Lê. „Reading comprehension strategy – ways to teach reading comprehension skills“. Journal of Science, Educational Science 60, Nr. 2 (2015): 114–22. http://dx.doi.org/10.18173/2354-1075.2015-0037.

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Skinner, Christopher H., Jacqueline L. Williams, Jennifer Ann Morrow, Andre D. Hale, Christine E. Neddenriep und Renee O. Hawkins. „The validity of reading comprehension rate: Reading speed, comprehension, and comprehension rates“. Psychology in the Schools 46, Nr. 10 (Dezember 2009): 1036–47. http://dx.doi.org/10.1002/pits.20442.

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Ngabut, Maria Novary. „READING THEORIES AND READING COMPREHENSION“. Journal on English as a Foreign Language 5, Nr. 1 (10.03.2015): 25. http://dx.doi.org/10.23971/jefl.v5i1.89.

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<p>In this article several reading theories in their relations to reading comprehension teachers and lecturers of English need to know are reviewed. At the theory level, three other Models of Reading, namely Bottom-Up, Top-Down, and Interactive are previously discussed to the Schema Theory. In reviewing the reading comprehension, the history of reading instruction, types and purposes of reading, and cognitive reading skills are discussed. Finally, it reviews six variables involved in the comprehension of English texts.</p><p><strong>Keywords:</strong><strong> </strong><em>m</em><em>odels of r</em><em>eading, schema theory, comprehension</em><em>, background knowledge</em></p>

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Dolba, Sammy, Louie Gula und Jayrome Nunez. „Reading Teachers: Reading Strategies Employed in Teaching Reading in Grade School“. Journal of Language and Literature Studies 2, Nr. 2 (25.11.2022): 62–74. http://dx.doi.org/10.36312/jolls.v2i2.874.

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The purpose of the study. The aims of this research are to determine the teachers' reading style, determine their reading speed, and determine which reading methods are the teachers' strengths and weaknesses utilizing a thorough evaluation of reading techniques from Hawker Brownlow Education. This study utilized the comprehensive assessment of reading strategies from Hawker Brownlow Education. This material is composed of four series of tests namely, Reading Comprehension 1- Historical Fiction, Reading Comprehension 2- History Article, Reading Comprehension 3- Kate Wrote About a Special Zoo, and Reading Comprehension 4- Email written by Carl with different reading passages using the same 12 reading strategies. It is found that readers can effectively comprehend when they use the following strategies namely, finding word meaning in context, understanding sequence, and making predictions. Therefore, the four series of assessments, show that there are varied ways of comprehending a material that might directly influence the duration and time limit allocated in reading and answering the material, the recurring events of the same material used, and the scheduling of reading comprehension tests.

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Dissertationen zum Thema "Reading comprehension"

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Baier, Rebecca J. „Reading comprehension and reading strategies“. Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005baierr.pdf.

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Middleton, Margaret E. „Reading Motivation and Reading Comprehension“. The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313166336.

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Infante, Marta D. „Social background and reading disabilities : variability in decoding, reading comprehension, and listening comprehensive skills /“. free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012981.

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Miller, Mirtha Elena 1957. „Reading Workshop: Effects on reading comprehension and attitudes toward reading“. Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/291756.

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The primary question addressed in this study was whether or not fourth graders who participated in Reading Workshop would show a greater improvement in reading comprehension and attitudes toward reading than fourth graders who did not participate in Reading Workshop, but received only basal-guided reading instruction. Two reading classes participated in the Reading Workshops and were used as experimental groups. One of the experimental groups was comprised of average ability readers, and the other of low ability readers. The control group contained both average and low ability readers in the same grouping. A significant difference between the experimental and the control group was found for attitudes toward reading and some aspects of reading comprehension in the average ability readers. The Reading Workshop group demonstrated significant positive effects in these areas. However, no significant differences between treatment groups were found when both low and average ability readers' scores were included in the analysis.

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Frank, Ina, und Emma Åsälv. „Lässtrategier för läsförståelse : Reading strategies for reading comprehension“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39766.

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Den systematiska översikten presenterar vetenskaplig grundad kunskap om hur lässtrategier kan bidra till utvecklad läsförståelse för elever i F-3. Det är en sammanställning av vetenskapliga artiklar och studier inom utbildningsvetenskap. I början av kunskapsöversikten presenteras hur den systematiska sökningen strukturerats och hur urvalet gått till. Detta styrks genom två bifogade tabeller som visar vilka sökningar som gjorts och vilka artiklar som använts. I denna del överläggs även sökmetoderna transparant genom en metoddiskussion som kritiskt diskuterar sökmetoderna och valda källor. Resultatet som presenteras i kunskapsöversikten behandlar hur den sammanställda forskningen beskriver vad lässtrategier är och hur lässtrategier lägger grunden för läsares läsförståelse. Relationen mellan lässtrategier och läsförståelse beskrivs genom RAND-modellen som på ett tydligt sätt visar på den starka kopplingen som finns. Metakognitiva förmågor kopplat till självreglerat lärande sätts i kombination med det traditionella programmet Reciprocal Teaching som handlar om textsamtal och undervisning i grupp. Resultatet visar att kombinationen av både individuella och gemensamma förmågor ökar användningen av lässtrategier och således även läsförståelsen. I diskussion och slutsats framförhålls vikten av att yrkessamma lärare förstår kopplingen mellan lässtrategier och läsförståelsen, men också att det innebär utmaningar i dagens klassrum där elevgrupperna är stora till antal och sällan homogena i sin kunskapsutveckling.

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Cooperman, Annie. „Improving Reading Comprehension in Students with Autism| Associating Cognitive Impairments with Reading Comprehension Problems“. Thesis, Prescott College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1538940.

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This research postulated that the cognitive impairments characteristic of students with high-functioning autism can be associated with specific types of reading comprehension difficulties. Descriptive data was collected from two case studies of adolescent students who were diagnosed with high-functioning autism. The researcher employed interactive questioning techniques, based on task-analysis theory, to develop hypotheses on the types of cognitive impairments that might be causing the participants in the study to experience reading comprehension difficulties. Based on these hypothesized associations between cognitive impairments and specific incidences of reading comprehension problems, the researcher selected and employed targeted reading comprehension interventions. Descriptive results suggest that incremental improvements in reading comprehension and expressive language occurred for the case-study participants.

Keywords: autism, high-functioning autism, reading comprehension, task analysis

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Kubitza, Andy James. „Using standardized test reading comprehension software to improve student academic achievement in reading comprehension“. CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3262.

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The purpose of this quantitative design research study for fourth grade students was to examine whether a web-based Standardized Test Preparation Intervention for reading comprehension was more effective and efficient in improving student academic achievement in reading comprehension than a paper-based Standarized Test Preparation Intervention. It was found that the paper-based reading comprehension intervention was equally effective as the web-based.

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Dwyer, Edward J. „Reading Comprehension with a Beat“. Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etsu-works/3358.

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Lottes-Bishop, Laura Theresa. „Student Success and Reading Comprehension“. ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1225.

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Nursing administrators are exploring interventions to increase student retention rates in order to decrease college costs, improve faculty effort and time developing courses, decrease administrative resources, and to continue their accreditation. The purpose of this study was to determine whether or not there was a correlation between the Test of Essential Academic Skills (TEAS) reading comprehension scores, American College Test (ACT) reading comprehension scores, Comprehensive Computer-Adaptive Testing (COMPASS) reading comprehension scores, and the cumulative college grade point average (GPA) of the first-year nursing student. The theoretical foundation for this study was Tinto's retention theory, which claims that students' past academic performance predicts retention. A correlation approach within a cross-sectional nonexperimental design was used by analyzing data from admission testing and the first-year cumulative GPA from 151 associate degree nursing students from a private college in the Southeast Missouri area. According to study results, there was no correlation between GPAs and reading comprehension scores. Additionally, ACT, TEAS, and COMPASS reading comprehension scores did not correlate with student retention rates. Administrators in the associate degree nursing program can use the results of this study to determine what interventions might determine the success of the first-year nursing student. Positive social change will result from a more diverse set of admission criteria for acceptance into the program and will assist the admissons committees to find the best candidates for the program.

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Naughton, Rosemary. „Multiple readings in multiple choice reading tests: A study of year 11 students' reading practices of a multiple choice reading test“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/965.

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This study examines students’ responses to the questions in a multiple choice reading test. An analysis of the processes students used to negotiate meaning revealed the roles played by cognitive strategies and cultural framing in shaping students' responses to multiple choice questions. A descriptive/analytical study methodology was conducted with a group of forty eight Year II students in the final term of the school year. These students represented four mixed sex ability groupings and a range of socio-economic backgrounds. Think-Out-Loud protocols were used in an interview situation. Students responded to thirty four questions from three passages selected from multiple choice reading tests used in statewide examinations for Western Australian Tertiary Entrance in subject English. Students' responses were transcribed and then analysed. In addition, the passages, questions and answers from the test were analysed to determine the different reading positions wade available through the questions and possible answers. The data were triangulated with results from statewide examination results, observations and debriefing sessions with member checkers. Results indicated that the methods and strategies used by students in their attempts to negotiate the correct answer helped them only when students aligned their readings with the readings privileged by the item writers.

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Bücher zum Thema "Reading comprehension"

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Foust, Sylvia J. Reading comprehension. California: Teacher Created Materials, 1986.

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Woolley, Gary. Reading Comprehension. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1174-7.

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Jackie, Snider, Hrsg. Reading comprehension. New York, N.Y: Spark Publishing, 2004.

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1835-1910, Twain Mark, Alcott Louisa May 1832-1888, London Jack 1876-1916, Wiggin, Kate Douglas Smith, 1856-1923, Kipling Rudyard 1865-1936 und Burnett Frances Hodgson 1849-1924, Hrsg. Reading comprehension. Franklin, Tennessee: Dalmatian Press, 2013.

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1959-, Lawler Graham, Hrsg. Reading comprehension. Abergele: Aber Pub., 2008.

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Betty, Root, Hrsg. Reading comprehension. Harmondsworth: Penguin, 1985.

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Inc, Learning Horizons. Reading comprehension. Cleveland, OH: Learning Horizons, Inc., 2004.

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Moore, Joe Ellen. Reading comprehension. Herausgegeben von Evans Marilyn und Robinson Don ill. Monterey, CA: Evan-Moor Corp., 1998.

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Royal, Brandon. GMAT: Reading comprehension. Alberta, Canada: Maven Publishing, 2011.

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Clarke, Paula J., Emma Truelove, Charles Hulme und Margaret J. Snowling. Developing Reading Comprehension. Oxford: John Wiley & Sons, 2013. http://dx.doi.org/10.1002/9781118606711.

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Buchteile zum Thema "Reading comprehension"

1

Oakhill, Jane, Kate Cain und Carsten Elbro. „Reading Comprehension and Reading Comprehension Difficulties“. In Reading Development and Difficulties, 83–115. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26550-2_5.

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Woolley, Gary. „Reading Comprehension“. In Reading Comprehension, 15–34. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1174-7_2.

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Unruh, Susan, und Nancy A. McKellar. „Reading Comprehension“. In Assessment and Intervention for English Language Learners, 97–114. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52645-4_7.

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Hak, Kathrine. „Reading Comprehension“. In Encyclopedia of Clinical Neuropsychology, 2117. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1480.

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Koonce, Dan. „Reading Comprehension“. In Encyclopedia of Clinical Neuropsychology, 1. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1480-2.

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Koonce, Dan. „Reading Comprehension“. In Encyclopedia of Clinical Neuropsychology, 2942. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1480.

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Cain, Kate, und Marcia A. Barnes. „Reading comprehension“. In Studies in Written Language and Literacy, 257–82. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/swll.15.15cai.

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Antoniou, Faye. „Reading Comprehension“. In Best Practices for the Inclusive Classroom, 155–86. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233237-7.

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Sutherland, Julia, und Jo Westbrook. „Reading comprehension“. In A Practical Guide to Teaching English in the Secondary School, 42–51. 2. Aufl. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003093060-6.

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Demetriou, Paul. „Reading comprehension“. In Teaching Adult Learners with Dyslexia and English as an Additional Language, 203–31. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003181583-9.

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Konferenzberichte zum Thema "Reading comprehension"

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Gardner, Matt, Jonathan Berant, Hannaneh Hajishirzi, Alon Talmor und Sewon Min. „On Making Reading Comprehension More Comprehensive“. In Proceedings of the 2nd Workshop on Machine Reading for Question Answering. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/d19-5815.

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Liu, Ao, Lizhen Qu, Junyu Lu, Chenbin Zhang und Zenglin Xu. „Machine Reading Comprehension“. In CIKM '19: The 28th ACM International Conference on Information and Knowledge Management. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3357384.3358139.

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Ulker, Unal. „Reading Comprehension Strategies“. In 8TH INTERNATIONAL VISIBLE CONFERENCE ON EDUCATIONAL SCIENCE AND APPLIED LINGUISTICS. Ishik University, 2017. http://dx.doi.org/10.23918/vesal2017.a37.

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Prameela Priadersini, B. S. „Improving Reading Comprehension Using Reading Strategies“. In Annual International Conference on Language, Literature & Linguistics (L3 2016). Global Science & Technology Forum ( GSTF ), 2016. http://dx.doi.org/10.5176/2251-3566_l316.48.

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Dua, Dheeru, Ananth Gottumukkala, Alon Talmor, Matt Gardner und Sameer Singh. „Comprehensive Multi-Dataset Evaluation of Reading Comprehension“. In Proceedings of the 2nd Workshop on Machine Reading for Question Answering. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/d19-5820.

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Sun, Kai, Dian Yu, Dong Yu und Claire Cardie. „Improving Machine Reading Comprehension with General Reading Strategies“. In Proceedings of the 2019 Conference of the North. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/n19-1270.

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Bérešová, Jana, Zuzana Sucháňová und Michaela Vlčková. „READING FOR MEANING: READING COMPREHENSION IN LANGUAGE EDUCATION“. In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1096.

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Ramadhianti, Agustina, und Mesagus Muhammad Sesar Aby Putra. „Increasing Students’ Reading Comprehension through Students’ Reading Habit“. In Proceedings of the 1st Konferensi Internasional Berbahasa Indonesia Universitas Indraprasta PGRI, KIBAR 2020, 28 October 2020, Jakarta, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.28-10-2020.2315344.

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Thaqi, Enkeleda, Mohamed Omar Mantawy und Enkelejda Kasneci. „SARA: Smart AI Reading Assistant for Reading Comprehension“. In ETRA '24: The 2024 Symposium on Eye Tracking Research and Applications. New York, NY, USA: ACM, 2024. http://dx.doi.org/10.1145/3649902.3655661.

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Yuhua Li. „AceReader pro and reading comprehension“. In 2011 International Conference on e-Education, Entertainment and e-Management (ICEEE). IEEE, 2011. http://dx.doi.org/10.1109/iceeem.2011.6137784.

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Berichte der Organisationen zum Thema "Reading comprehension"

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Curtis, Jon, Michael Witbrock, John /Cabral Baxter, Wagner David, Aldag Peter, Goolsbey Bjorn, Gottesman Keith, Gungordu Ben, Kahlert Zelal und Robert C. The TextLearner System: Reading Learning Comprehension. Fort Belvoir, VA: Defense Technical Information Center, Juni 2006. http://dx.doi.org/10.21236/ada456798.

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Fredricks, Sharon. The Effectiveness of Semantic Mapping on Reading Comprehension. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.6551.

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Heumann, Judy. The relationship between reading comprehension and self-esteem in low level reading adults. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.6064.

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Carlson, Patricia A., und Veronica Larralde. Combining Concept Mapping and Adaptive Advice to Teach Reading Comprehension. Fort Belvoir, VA: Defense Technical Information Center, Juni 1995. http://dx.doi.org/10.21236/ada303683.

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Akers, Paul. Effects of Oral and Silent Reading on the Reading Comprehension Performance of Left Hemisphere-damaged Individuals. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.6840.

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Graville, Donna. Reading comprehension in dementia of the Alzheimer's type : factual versus inferential. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.5795.

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Rollo, Greta, und Kellie Picker. Unpacking the science of reading research. Australian Council for Educational Research, Juni 2024. http://dx.doi.org/10.37517/978-1-74286-742-7.

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The science of reading (SoR) is a term used for a body of evidence encompassing multi-disciplinary research from education, cognitive psychology, linguistics, and neuroscience. This evidence points to six key constructs that contribute to proficient reading: oral language, phonological awareness including phonemic awareness, phonics, fluency, vocabulary and reading comprehension. Research around these constructs provides researchers and teachers with an evidence base of the knowledge, skills and strategies involved in competent reading and describes how reading develops in both typical and atypical readers. This paper synthesises evidence reviews conducted by ACER researchers that unpack the science of reading. The aim of this synthesis is to demonstrate the impact that research in reading development is having on current ACER research and products. Most importantly, it supports understanding of the importance of embracing the complexity and nuance of reading research and the need for improved efforts to clearly communicate evolving research evidence. ACER draws on the evolving evidence of the science of reading to inform its approach to developing assessments and resources for teachers, and also refers to this evidence to describe where children are in their reading journey. This means a students' progress through each construct as described in this paper can be tracked and used to inform teaching and learning.

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Hillman, Kylie, Elizabeth O'Grady, Sima Rodrigues, Marina Schmid und Sue Thomson. Progress in Reading Literacy Study: Australia’s results from PIRLS 2021. Australian Council for Educational Research, Mai 2023. http://dx.doi.org/10.37517/978-1-74286-693-2.

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Progress in International Reading Literacy Study (PIRLS) is a large-scale assessment that measures how effective countries are in teaching reading literacy. Conducted every five years since 2001 (with Australia participating since 2011), PIRLS provides information about how to improve teaching and learning so that young students become accomplished and self-sufficient readers. In Australia, almost 5,500 Year 4 students participated in PIRLS 2021. These students completed tests in reading comprehension and answered questionnaires on their background and experiences in learning reading at school. To inform educational policy in the participating countries, alongside the assessment of reading literacy, PIRLS also routinely collects extensive background information that addresses concerns about the quantity, quality and content of instruction. This background information is collected through a series of questionnaires for students, teachers, principals and curriculum specialists.

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Kongsbak, Ute. Reading comprehension of literal, translational, and high inference level questions in aphasic and right hemisphere damaged adults. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.5977.

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Stern, Jonathan M. B., und Benjamin Piper. Resetting Targets: Examining Large Effect Sizes and Disappointing Benchmark Progress. RTI Press, April 2019. http://dx.doi.org/10.3768/rtipress.2019.op.0060.1904.

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This paper uses recent evidence from international early grade reading programs to provide guidance about how best to create appropriate targets and more effectively identify improved program outcomes. Recent results show that World Bank and US Agency for International Development–funded large-scale international education interventions in low- and middle–income countries tend to produce larger impacts than do interventions in the United States, as measured by effect sizes. However, these effect sizes rarely translate into large gains in mean oral reading fluency scores and are associated with only small increases in the proportion of students meeting country-level reading benchmarks. The limited impact of these low- and middle–income countries’ reading programs on the proportion of students meeting reading benchmarks is in large part caused by right-skewed distributions of student reading scores. In other words, modest impacts on the proportion of students meeting benchmarks are caused by low mean scores and large proportions of nonreaders at baseline. It is essential to take these factors into consideration when setting program targets for reading fluency and comprehension. We recommend that program designers in lower-performing countries use baseline assessment data to develop benchmarks based on multiple performance categories that allow for more ambitious targets focused on reducing nonreaders and increasing beginning readers, with more modest targets aimed at improving oral reading fluency scores and increasing the percentage of proficient readers.

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