An immersive, ‘Faster Read’
A pilot, mixed-method study, developing whole-text reading comprehension and engagement with adolescent struggling readers
Datos Bibliográficos
| ID | 11483102 |
|---|---|
| Autores | Julia Sutherland (0000-0002-5987-4074, University of Sussex, PI, autor de correspondencia), Jo Westbrook (0000-0002-1796-4629, University of Sussex, PI), Jane Oakhill (0000-0001-8810-3714, University of Sussex), Sue Sullivan (University of Sussex) |
| Año | 2024 |
| Volumen | 39 |
| Número | 5 |
| Páginas | 774-796 |
| Fecha de publicación | 2024-09-02 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Research Papers in Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0267-1522 • E-ISSN: 1470-1146 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02671522.2023.2238285 |
| OpenAlex | W4385388110 |
| Idioma | EN |
| Referencias citadas | 54 |
Reading is fundamental to academic success, but international reading surveys indicate current pedagogy fails a fifth of adolescents, disproportionately from lower-socioeconomic groups. This UK, mixed-method study evaluated the impact of two whole-text reading approaches on comprehension, using standardised tests. Twenty teachers of English and 413 students (12–13 years) participated, 44% defined as ‘struggling readers’, in parallel classes per school, matched for reading ability. Both groups read two ‘challenging’ novels consecutively over 12 weeks. Ten teachers received no further treatment; ten teachers received training on reading-comprehension pedagogies. The mean comprehension for all students increased by 8.5 months with no significant differential effect of training condition. However, there was a significant differential effect between ‘struggling’ and ‘average+’ readers in both conditions: struggling readers’ mean comprehension improved by 16 months. Required to read whole texts, teachers in both groups altered practice, increasing print exposure, comprehension-strategies and supportive discourse-strategies, benefiting ‘struggling’ over ‘average+’ readers. This pilot study reframes understandings of ‘independent’ reading for struggling readers, indicating that the teaching of whole texts and extended reading must happen in classrooms, not outside
Comprehension · Linguistics · Mathematics education · Pedagogy · Population · Reading (process · Reading comprehension · Socioeconomic status · Child Development and Digital Technology · Computer Science · Educational Methods and Media Use · Medicine · Psychology · Reading and Literacy Development
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| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |