Using Planned Enrichment Strategies with Direct Instruction to Improve Reading Fluency, Comprehension, and Attitude toward Reading: An Evidence‐Based Study

Reis, Sally M.; McCoach, D. Betsy; Coyne, Michael D.; Schreiber, F.; Eckert, Rebecca D.; Gubbins, E. Jean

doi:10.1086/522383

Cited by 59 publications

(104 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Gifted students as well as randomly assigned students who participated in the enriched and accelerated SEM-R program had significantly higher scores in reading fluency and comprehension than students in the control group, who did not participate in the SEM-R. Results show achievement differences favoring the SEM-R treatment across all levels, including students who read well above, at, and below grade level (Reis et al, 2007(Reis et al, , 2008. Field (2009) studied the use of Renzulli Learning, an innovative online enrichment program based on the Enrichment Triad Model, for students in both an urban and suburban school.…”

Section: Achievement Increases From Accelerated and Enriched Programsmentioning

confidence: 86%

“…The studies summarized in this section have demonstrated that enrichment pedagogy (Field, 2009;Reis et al, 2007Reis et al, , 2008, differentiation (Gentry & Owen, 1999;Tieso, 2002), acceleration (Colangelo et al, 2004), and curriculum enhancement and advanced lessons (Gavin et al, 2007;VanTassel-Baska et al, 2002) have resulted in higher achievement for gifted and talented learners as well as other students when they are applied to both gifted and other lower achieving students.…”

Section: Achievement Increases From Accelerated and Enriched Programsmentioning

confidence: 98%

“…Reis et al (2007) The Schoolwide Enrichment Model in Reading N = 1500 E, M All students, including gifted students, were randomly assigned to the SEM-R intervention or to continue with the regular reading program as control students. Those who participated in the enriched and accelerated SEM-R program had significantly higher scores in reading fluency and attitudes toward reading than students in the control group, who did not participate.…”

Section: N = 18 Smentioning

confidence: 99%

“…The use of enrichment, differentiation, acceleration, and curriculum enhancement has resulted in higher achievement for gifted and talented learners as well as other students when it is applied to a broader population of high and average achievers (Colangelo, Assouline, & Gross, 2004;Field, 2009;Gavin et al, 2007;Gentry & Owen, 1999;Gubbins, Housand, Oliver, Schader, & De Wet, 2007;Kulik, 1992;Reis et al, 2007;Rogers, 1991;Tieso, 2002). For example, in one experimental study, teachers used curriculum compacting and enrichment for gifted students, finding that elimination of work already mastered by gifted and talented students followed by the replacement of enriched learning opportunities such as self-selected independent study resulted in higher or similar achievement scores (Reis, Westberg, Kulikowich, & Purcell, 1998).…”

Section: Achievement Increases From Accelerated and Enriched Programsmentioning

confidence: 99%

“…Gavin et al (2007) used quasi-experimental methods in intact classrooms to investigate the use of more challenging math curriculum for gifted students; findings showed that talented third-, fourth-, and fifth-grade math students had significant gains in achievement in math concepts, computation, and problem solving each year over a 3-year period. Reis et al (2007;Reis, Eckert, McCoach, Jacobs, & Coyne, 2008), using experimental research methods, found that students, including gifted students, benefitted from an enriched and accelerated reading intervention. Gifted students as well as randomly assigned students who participated in the enriched and accelerated SEM-R program had significantly higher scores in reading fluency and comprehension than students in the control group, who did not participate in the SEM-R.…”

Section: Achievement Increases From Accelerated and Enriched Programsmentioning

confidence: 99%

See 4 more Smart Citations

Is there still a need for gifted education? An examination of current research

Reis

Renzulli

2010

Learning and Individual Differences

Self Cite

130

109

View full text Add to dashboard Cite

Section: Achievement Increases From Accelerated and Enriched Programsmentioning

confidence: 86%

Section: Achievement Increases From Accelerated and Enriched Programsmentioning

confidence: 98%

Section: N = 18 Smentioning

confidence: 99%

Section: Achievement Increases From Accelerated and Enriched Programsmentioning

confidence: 99%

Section: Achievement Increases From Accelerated and Enriched Programsmentioning

confidence: 99%

See 3 more Smart Citations

Is there still a need for gifted education? An examination of current research

Reis

Renzulli

2010

Learning and Individual Differences

Self Cite

130

109

View full text Add to dashboard Cite

High‐interest books, choice, and independent reading: Piloting a reading program with male adolescents in Chile

Cubillos,

Rousseau

2024

J Adolescent & Adult Lit

View full text Add to dashboard Cite

Reading is linked to numerous positive outcomes, including academic achievement, reduced stress, and enhanced life expectancy. However, a significant portion of Chilean adolescents engage in limited reading. Notably, male students tend to exhibit lower levels of reading motivation compared to their female counterparts, with declining reading self‐concept over time. To address this challenge, this study explores the impact of a 9‐month‐long pilot reading program aimed at increasing students' reading motivation and volume in an all‐boys rural school in southern Chile (N = 120), guided by Self‐Determination Theory and adapted from Atwell's reading workshop. The program included four pillars: access to high‐interest print books, 90 min per week of in‐class independent choice, and peer interactions around reading. t‐Tests showed a significant increase in students' reading volume but not in their reading motivation. Nevertheless, multiple regression analyses revealed that, when controlling for students' pre‐program reading motivation, achievement, and volume, post‐program reading motivation and time allocated for independent reading were significantly associated with the number of pages read during the program. Implications for practice and future research avenues are discussed.

show abstract

A scoping review of 20 years of research on differentiation: investigating conceptualisation, characteristics, and methods used

Graham

Bruin

Lassig

et al. 2020

Review of Education

View full text Add to dashboard Cite

The use of a pedagogical practice known as ‘differentiation’ has become more common over time as educators have sought to respond to increases in the diversity of students enrolling in their local school. However, there are now so many misperceptions and definitional inconsistencies that it is difficult to know what is being enacted in the name of differentiation or indeed what is being researched internationally. The aim of this scoping review was to identify key characteristics of and conceptualisations within peer‐reviewed empirical research on differentiation published between 1999 and 2019, as well as to map the ways in which this body of research was produced. The Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) guidelines were used to inform a systematic screening process and resulted in a final sample of 34 articles focusing on differentiation in regular schools. Half were conducted in the United States and most in the elementary school phase. Survey and case study designs were dominant, as was research of and influences on teacher practice. Only a small group of studies focused on differentiation's impact on student outcomes and these typically only examined specific elements of differentiation or its use in specific academic domains. The diversity of focus and methodological approaches across the 34 studies prevents comparison of findings and weakens the evidential basis to make claims of either differentiation's effectiveness or indeed its ineffectiveness. The review concludes with recommendations for future research and practice in this important area of practice.

show abstract

Using Planned Enrichment Strategies with Direct Instruction to Improve Reading Fluency, Comprehension, and Attitude toward Reading: An Evidence‐Based Study

Cited by 59 publications

References 17 publications

Is there still a need for gifted education? An examination of current research

Is there still a need for gifted education? An examination of current research

High‐interest books, choice, and independent reading: Piloting a reading program with male adolescents in Chile

A scoping review of 20 years of research on differentiation: investigating conceptualisation, characteristics, and methods used

Contact Info

Product

Resources

About