Supplemental reading services in three elementary schools were examined to determine its effectiveness in improving student reading achievement. Students were identified as in need of supplemental reading services at the end of their kindergarten grade. Due to more students requiring services than could be provided, additional services were only provided to students who were in most need during grade one. Surprisingly, it was discovered through a natural quasi-experiment that students who received additional supplemental reading support had lower reading achievement levels compared to those students who did not receive additional reading services. These findings suggest that the model used in providing supplemental reading services in all three schools, may not have been the best method to provide support to students struggling with learning to read.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.