Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/282317 
Erscheinungsjahr: 
2024
Schriftenreihe/Nr.: 
GLO Discussion Paper No. 1394
Verlag: 
Global Labor Organization (GLO), Essen
Zusammenfassung: 
Many children in primary grades show difficulties with reading fluency, hardly reading text or doing it effortfully and fruitlessly, making intervention programs for struggling readers a priority for researchers and schools. This paper analyzes the results of a reading intervention program for 182 second grade struggling readers from public schools. Students received a multi-component program, including repeated readings, word recognition, morphological analysis, text interpretation, and writing skills. Participants received about fifty 45-minute intervention sessions over the school year. Using a difference-in-differences, quasi-experimental within-group longitudinal design (three-point measurements), we found that the intervention group progressed significantly faster than a classmate control group in all reading outcomes (speed, accuracy, and expressiveness). By the end of the school year, differences between the intervention and control groups in accuracy and expressiveness become small but are still large in reading speed.
Schlagwörter: 
struggling readers
intervention program
reading speed
accuracy
expressiveness
difference-in-differences
JEL: 
I21
I26
Dokumentart: 
Working Paper

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