D. Ray Reutzel|Yaacov Petscher|Alexandra Spichtig
Exploring the Value Added of a Guided, Silent Reading Intervention: Effects on Struggling Third-Grade Readers’ Achievement
Utah State University|Florida State University|Capella University
abstract authors purpose explore effects supplementary guided silent reading intervention 80 struggling thirdgrade readers retained grade level result poor performance reading portion criterion referenced state assessment students distributed 11 elementary schools large urban school district state florida matched quasiexperimental design constructed using propensity scores study students guided silent reading intervention reading plus evidenced higher statistically significant mean scores florida comprehensive assessment test criterion assessment measure reading posttest effect size favoring guided silent reading intervention group large 1 full standard deviation comparing 2 comparison groups mean posttest scores results indicate large advantage providing struggling thirdgrade readers guided silent reading fluency practice computerbased practice environment significant difference found treatment control group stanford achievement test10 sat10 posttest scores although posttest scores treatment group trended higher control conducting power analysis determined sample size n 80 small provide sufficient statistical power detect difference thirdgrade students sat10 scores