Intensification of a Reading Comprehension Intervention Using Student Data: A Pilot Study
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| Title: | Intensification of a Reading Comprehension Intervention Using Student Data: A Pilot Study |
|---|---|
| Language: | English |
| Authors: | Marissa J. Filderman, Alicia A. Stewart (ORCID |
| Source: | Remedial and Special Education. 2025 46(5):382-394. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Reading Comprehension, Data Use, Decision Making, Intervention, Reading Difficulties, Evidence Based Practice, Elementary School Students, Reading Tests, Silent Reading, Cloze Procedure |
| Assessment and Survey Identifiers: | Gates MacGinitie Reading Tests |
| DOI: | 10.1177/07419325241249767 |
| ISSN: | 0741-9325 1538-4756 |
| Abstract: | Many students in the upper elementary grades and beyond uniquely struggle with reading comprehension, necessitating explicit instruction and remediation in this area. This U.S. study used data-based decision-making (DBDM), a research-based systematic approach to student data collection and analysis, to intensify the evidence-based Strategies for Reading Information and Vocabulary Effectively (STRIVE) reading comprehension intervention. Results indicate that students who received DBDM to intensify STRIVE and students who received STRIVE alone outperformed students in a business-as-usual comparison condition on a researcher-designed vocabulary mastery measurement. Other findings, future directions, and implications for research and teaching are also discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1482595 |
| Database: | ERIC |
| Abstract: | Many students in the upper elementary grades and beyond uniquely struggle with reading comprehension, necessitating explicit instruction and remediation in this area. This U.S. study used data-based decision-making (DBDM), a research-based systematic approach to student data collection and analysis, to intensify the evidence-based Strategies for Reading Information and Vocabulary Effectively (STRIVE) reading comprehension intervention. Results indicate that students who received DBDM to intensify STRIVE and students who received STRIVE alone outperformed students in a business-as-usual comparison condition on a researcher-designed vocabulary mastery measurement. Other findings, future directions, and implications for research and teaching are also discussed. |
|---|---|
| ISSN: | 0741-9325 1538-4756 |
| DOI: | 10.1177/07419325241249767 |
