Improving reading comprehension in the primary grades: Mediated effects of a language-focused classroom intervention

Improving reading comprehension in the primary grades: Mediated effects of a language-focused classroom intervention

Purpose: This article includes results from a multistate randomized controlled trial designed to investigate the impacts of a language-focused classroom intervention on primary grade students’ proximal language skills and distal reading comprehension skills. Method: The sample included 938 children...

Full description

Bibliographic Details
Main Authors: Bovaird, J. (Author), Bridges, M. (Author), Cain, K. (Author), Catts, H. (Author), Gray, S. (Author), Hogan, T. (Author), Jiang, H. (Author), Justice, L.M (Author), Language and Reading Research Consortium (LARRC) (Author), Logan, J. (Author), Lomax, R. (Author), Nelson, J.R (Author), Nielsen, D. (Author), O’Connell, A. (Author), Pentimonti, J. (Author), Petrill, S.A (Author), Piasta, S.B (Author), Restrepo, M.A (Author)
Format: Article
Language:English
Published: American Speech-Language-Hearing Association 2019
Subjects:
article
child
Child
Child Language
comprehension
Comprehension
controlled study
education
Educational Measurement
effect size
female
Female
human
human experiment
human tissue
Humans
language
language development
major clinical study
male
Male
multilevel analysis
Multilevel Analysis
Narration
narrative
path analysis
psychology
randomized controlled trial
reading
Reading
regression analysis
Regression Analysis
school
Schools
student
Students
teaching
Teaching
theoretical study
United States
verbal communication
vocabulary
Vocabulary
Online Access:View Fulltext in Publisher

Internet

View Fulltext in Publisher

Similar Items