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The Effects of a Comprehensive and Supplemental Middle School Reading Program

Brasseur-Hock, I. B., Miller, W., Washburn, J., Chroust, A. J., & Hock, M. F. ((2019). The effects of a comprehensive and supplemental middle school reading program. The University of Kansas Center for Research on Learning. Lawrence, KS.

In this article, we describe the results of an evaluation of a multi-year comprehensive middle school reading program. Four public middle schools serving students from rural areas in the southeast and with a large population of limited reading proficiency students participated in a study designed to determine the impact of the reading program. Two hundred thirty-five students with low reading achievement scores on the state Standards of Learning reading assessment were evaluated to determine reading gains. The multi-year reading curriculum included seven units, each taught using explicit instruction. Bundled into the program are four major components: (a) Word Level Instruction, (b) Comprehension, (c) Motivation and Engagement, and (d) Assessment. A quasi-experimental design was used to determine the effectiveness of the intervention. Statistically significant differences were found between the experimental and comparison conditions on measures of reading achievement with some scores favoring the experimental condition. Effect size of the differences ranged from η"#= .01 to .46. The evaluation supports the promise of the reading program to improve the reading achievement scores of middle school students at a level that may narrow the reading achievement gap. Download this white paper.

 

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