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Article: Comparison of two oral reading feedback strategies in improving reading comprehension of school-age children with low reading ability.
- Article from:
- Remedial and Special Education
- Article date:
- January 1, 2005
- Author:
CopyrightCOPYRIGHT 2005 Pro-Ed. This material is published under license from the publisher through the Gale Group, Farmington Hills, Michigan. All inquiries regarding rights should be directed to the Gale Group. (Hide copyright information)
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ABSTRACT
This study compared the effects of two oral reading feedback strategies in improving the reading comprehension of eight school-age children with low reading ability. Participants were assigned to one of two intervention groups matched on age, grade, gender, and general reading performance. Intervention 1 (I1) used traditional decoding-based feedback, and Intervention 2 (I2) used communicative reading strategies (CRS), meaning-based feedback. After 10 hours of reading intervention, participants in 12 performed significantly better than the I1 group on a formal measure of reading comprehension and on story-related comprehension questions. Moreover, the 12 ...