James S. Kim|Jennifer F. Samson|Robert Fitzgerald|Ardice Hartry
A randomized experiment of a mixed-methods literacy intervention for struggling readers in grades 4–6: effects on word reading efficiency, reading comprehension and vocabulary, and oral reading fluency
purpose study 1 examine causal effects read 180 mixedmethods literacy intervention measures word reading efficiency reading comprehension vocabulary oral reading fluency 2 examine whether print exposure among children experimental condition explained variance posttest reading scores total 294 children grades 46 randomly assigned read 180 district afterschool program programs implemented 4 days per week 23 weeks children read 180 intervention participated three 20min literacy activities including 1 individualized computerassisted reading instruction videos leveled text word study activities 2 independent modeled reading practice leveled books 3 teacherdirected reading lessons tailored reading level children small groups children district afterschool program participated 60min program teachers able select 16 different enrichment activities designed improve student attendance significant difference children read 180 district afterschool program normreferenced measures word reading efficiency reading comprehension vocabulary although read 180 positive impact oral reading fluency attendance effects restricted children grade 4 print exposure measured number words children read read 180 computer lessons explained 4 variance vocabulary 2 variance word reading efficiency pretest reading scores partialed