Effects of Reading Comprehension and Vocabulary Intervention on Comprehension-Related Outcomes for Ninth Graders With Low Reading Comprehension

Abstract

This experimental study examined the efficacy of a multicomponent reading intervention compared to a business-as-usual comparison condition on the reading comprehension and content area vocabulary outcomes of adolescent students with low reading comprehension. We randomly assigned 9th-grade students with low reading comprehension to a researcherprovided intervention (n ¼ 51) or a business-as-usual comparison (n ¼ 49) group. Reading interventionists provided weekly instruction for 2 semesters (M ¼ 114 hr) to small groups of students (M ¼ 5). We estimated intervention effects for each outcome measure using repeated measures analyses of covariance (ANCOVAs) for measures of reading and vocabulary. Results indicated statistically significant differences between students in the intervention and comparison conditions on measures of vocabulary and on the Test of Sentence Reading Efficiency and Comprehension (TOSREC) and no differences on the Woodcock-Johnson III Passage Comprehension subtest. Repeated measures ANCOVAs indicated large effect sizes on vocabulary measures between intervention and comparison students on multiplechoice and free response items (g p 2 ¼ .16 and .19, respectively) and small effect sizes on the TOSREC (g p 2 ¼ .02).

How Grades 4 to 8 Teachers Can Deliver Intensive Vocabulary and Reading Comprehension Interventions to Students With High-Functioning Autism Spectrum Disorder

“…We included this intervention component to provide an additional opportunity for sentence level comprehension development. The DIMS activity has shown to improve reading outcomes for students with reading difficulties (Miciak et al, 2018; Solis et al, 2018) and previous studies of the QuickReads passages provide evidence of effectiveness for struggling readers (Vadasy & Sanders, 2008), including students with HFASD.…”

“…Limited vocabulary knowledge can impact the student’s fluency and overall reading comprehension performance (Yovanoff et al, 2005). Several methods are identified as evidence-based for teaching vocabulary and have been utilized in instruction for students with ASD: explicit instruction, indirect instruction, multimedia methods (i.e., graphic organizers and visual aids), and association methods (i.e., use of synonyms and related words; Kamps et al, 1995; Solis et al, 2018). Specifically, explicit vocabulary instruction with graphic organizers or visual representations of the vocabulary word is associated with gains in vocabulary knowledge for students with ASD (Reutebuch et al, 2015; Roux et al, 2015).…”

“…Although this strategy promotes reading comprehension outcomes in students with HFASD, we suggest that it is best utilized within a multicomponent intervention (e.g., Kamps et al, 1995; O’Connor & Klein, 2004). Main idea-summarization interventions are commonly featured parts of multicomponent reading comprehension interventions, which integrate essential components of reading (e.g., Solis et al, 2018). Promising evidence suggests that when explicit main idea-summarization interventions, with appropriate questioning strategies, are taught to students with HFASD, that reading comprehension performance is enhanced (e.g., Åsberg & Sandberg, 2010; Solis et al, 2019).…”

Response to intervention for high school students: examining baseline word reading skills and reading comprehension outcomes

“…Despite an increase in the number of studies published over the last 15 years, there are still very few multicomponent studies that address word-level reading and reading comprehension for high school students (Lang et al, 2009;Solis et al, 2018;Vaughn et al, 2015). In a large-scale study (N = 1,265), Lang et al (2009) compared three multicomponent reading interventions provided for 90 min per day for 1 year to 9th graders.…”

TOSREC-FR : Normalisation franco-québécoise du Test of Silent Reading Efficiency and Comprehension pour la sixième année

“…difficultés en lecture, mais aussi de suivre leur progression lors de la mise en place d'interventions(p. ex., Clemens et al, 2019;Solis et al, 2018;Vaughn et al, 2018). Le TOSREC est un outil utile tant pour le dépistage des élèvesqui présentent des difficultés en lecture que pour le pistage ou l'évaluation des progrès des élèves participant à des interventions, puisqu'il est court (9 minutes pour les 3 versions) et qu'il peut être distribué à une classe entière par un enseignant ou de manière individuelle par un intervenant.…”