Examining the Effects of Afterschool Reading Interventions for Upper Elementary Struggling Readers
Learning disabilities, Reading, Instruction, Literacy, Intervention research
Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction
We examined the efficacy of an afterschool multicomponent reading intervention for third- through fifth-grade students with reading difficulties. A total of 419 students were identified for participation based on a 90 standard score or below on a screening measure of the Test of Silent Reading Efficiency and Comprehension. Participating students were randomly assigned to a business as usual comparison condition or one of two reading treatments. All treatment students received 30 min of computer-based instruction plus 30 min of small-group tutoring for four to five times per week. No statistically significant reading comprehension posttest group differences were identified (p > .05). The limitations of this study included high attrition and absenteeism. These findings extend those from a small sample of experimental studies examining afterschool reading interventions and provide initial evidence that more instruction, after school, may not yield the desired outcome of improved comprehension.
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Roberts, Garrett J, et al. “Examining the Effects of Afterschool Reading Interventions for Upper Elementary Struggling Readers.” Remedial and Special Education, vol. 39, no. 3, 2018, pp. 131–143. doi: 10.1177/0741932517750818.