ERIC Number: EJ1469601
Record Type: Journal
Publication Date: 2025-May
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0731-9487
EISSN: EISSN-2168-376X
Available Date: 0000-00-00
The Impact of a Tier 1 Intervention on Fifth and Sixth Graders' Reading Comprehension, Reading Strategy Use, and Reading Motivation
Rielke Bogaert1; Emmelien Merchie1; Kim Van Ammel1; Hilde Van Keer1
Learning Disability Quarterly, v48 n2 p102-115 2025
Because reading comprehension is an important skill that many students struggle with, there is an urgent need to foster it. Few studies have investigated effective comprehension practices within a response-to-intervention design. Therefore, this study investigated the impact of a Tier 1 intervention implemented for 10 weeks on 491 Flemish fifth and sixth graders' reading comprehension, strategy use, and motivation by means of multilevel analyses. The Tier 1 intervention included four effective comprehension practices: strategy instruction, peer-mediated instruction, reading motivation promotion, and differentiated instruction. Results revealed no significant effects on reading comprehension, but experimental condition students increased significantly more on recreational autonomous and controlled motivation and on monitoring strategies than students in the control condition. Furthermore, struggling experimental condition students reported using significantly more monitoring and evaluating strategies than their counterparts in the control condition.
Descriptors: Elementary School Students, Grade 5, Grade 6, Response to Intervention, Reading Comprehension, Reading Strategies, Reading Motivation, Reading Instruction, Foreign Countries, Individualized Instruction, Recreational Reading, Instructional Effectiveness
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.bibliotheek.ehb.be
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium
Grant or Contract Numbers: N/A
Author Affiliations: 1Ghent University, Belgium