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Paula Clarke, Charles Hulme, Emma Truelove, Maggie Snowling

The York READing for Meaning Project. Examining the Long Term Effects of Three Interventions to Support Reading Comprehension in Poor Comprehenders. Paula Clarke, Charles Hulme, Emma Truelove, Maggie Snowling. Poor Comprehenders. Average word readers but poor at reading comprehension

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Paula Clarke, Charles Hulme, Emma Truelove, Maggie Snowling

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  1. The York READing for Meaning Project Examining the Long Term Effects of Three Interventions to Support Reading Comprehension in Poor Comprehenders Paula Clarke, Charles Hulme, Emma Truelove, Maggie Snowling

  2. Poor Comprehenders • Average word readers but poor at reading comprehension • Difficulties with wider oral language skills • Vocabulary • Narrative • Figurative Language • Inferencing • Verbal reasoning • Interventions to date have generated impressive immediate • gains in reading comprehension • But studies have been small in scale and have focused on • text level and metacognitive skills

  3. Project aims Text level training in written language domain Improvements in text comprehension Oral language training in spoken language domain Text level training in written language domain Oral language training in spoken language domain

  4. Project aims • To compare these approaches to existing classroom practice by monitoring the performance of an untreated waiting control group. • To explore the effectiveness of the three approaches in the immediate and long term. • To examine mediating and moderating factors that influence response to intervention.

  5. Randomised Controlled Trial Design TC block 2 TC block 1 TC OL block 2 OL block 1 OL Maintenance test Mid test Post test Screening Pre test COM block 1 COM block 2 COM Control Control Control Control block 1 Control block 2 Oct - April 2006 8-9 years July 2007 9 years Dec-Jan 2007 9-10 years Dec 2008 10-11 years July 2009

  6. Participant profile *Statistically significant between groups difference (p<0.05)

  7. Programme contents and features Text Comprehension Written Language Context Reading Comprehension Metacognitive Strategies Inferencing from Text Narrative Oral Language Spoken Language Context Listening Comprehension Vocabulary Figurative Language Narrative • Combined • All eight components • Sessions contained both reading and listening comprehension • Opportunities for children to encounter new vocabulary/idioms/inferences in both written and spoken language.

  8. Primary outcome - Text comprehension pale = immediate post test bright = maintenance post test • Children read (aloud or silently) a range of passages and sentences. (narrative, adverts, non-fiction information etc.) • Includes literal, inference and vocabulary dependent question types. • Also involves summarisation (finding key themes and ideas), prediction, and question generation.

  9. Secondary outcome - Vocabulary • Children orally define a series of tier 2 words (AoA 13 years +, unfamiliar but applicable to a number of contexts) • Half of the words are those targeted in the OL and COM interventions and half are non targeted. • Definition quality is quantified using a 0,1,2 scoring system, developed from pilot study responses.

  10. Mediation model Time 1 Time 3 Time 4 WIAT II Text Comprehension p = .000 p= .000 TC WIAT II Text Comprehension p= .04 N.S. p= .004 OL N.S. p= .000 p= .001 COM p= .000 Vocabulary Chi-Square Test 0.494 df 1 n.s

  11. VIQ as a moderator Standard score points WIAT II pale = pre test bright = maintenance post test Statistically significant between groups differences *p<0.05,**p<0.01,***p<0.001 • VIQ significant predictor of improvement • High VIQ make greater gains than Low VIQ • No interaction between VIQ and condition

  12. Summary • In poor comprehenders, 20-week intervention programmes can produce significant gains in text comprehension and oral language. • Importantly these gains are relative to an untreated waiting control group. • The gains maintain over time and for the OL condition the difference between the intervention group and controls increases in significance. • The gains in text comprehension are partially mediated by vocabulary learning in the OL condition and fully mediated by vocabulary learning in the COM condition. • VIQ at pre test moderates response to intervention, however there are no significant differential effects of VIQ across conditions.

  13. Implications • Teaching assistants with a relatively small amount of training can deliver high quality effective teaching. • The skills that underpin oral language and text comprehension are trainable in children aged 8-11 years. • Evidence to suggest a causal relationship between vocabulary and text comprehension. Improvements in text comprehension can be explained, at least in part, by improvements in vocabulary skill.

  14. Thank you For more information please contact pjc118@york.ac.uk http://www.york.ac.uk/res/crl/readme.html

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