The Impact of a Tier 1 Intervention on Fifth and Sixth Graders’ Reading Comprehension, Reading Strategy Use, and Reading Motivation

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...

Full description

Saved in:
Bibliographic Details
Published inLearning disability quarterly Vol. 48; no. 2; pp. 102 - 115
Main Authors Bogaert, Rielke, Merchie, Emmelien, Van Ammel, Kim, Van Keer, Hilde
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.05.2025
SAGE PUBLICATIONS, INC
Subjects
Elementary school students
Flemish
Grade 6
Individualized Instruction
Learning outcomes
Middle school students
Motivation
Reading comprehension
Reading Motivation
Reading strategies
Teaching
struggling readers
response-to-intervention
high-quality instruction
late elementary education
reading comprehension
Online AccessGet full text
ISSN0731-9487
2168-376X
DOI10.1177/07319487221145691

Cover

Abstract 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.
AbstractList 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.
Author Van Ammel, Kim
Van Keer, Hilde
Merchie, Emmelien
Bogaert, Rielke
Author_xml – sequence: 1
  givenname: Rielke
  orcidid: 0000-0001-9280-1902
  surname: Bogaert
  fullname: Bogaert, Rielke
  email: rielke.bogaert@ugent.be
– sequence: 2
  givenname: Emmelien
  surname: Merchie
  fullname: Merchie, Emmelien
– sequence: 3
  givenname: Kim
  surname: Van Ammel
  fullname: Van Ammel, Kim
– sequence: 4
  givenname: Hilde
  surname: Van Keer
  fullname: Van Keer, Hilde
BookMark eNp9kNtKAzEQhoMoWA8P4F3AW1cz2UN2L6XYWqgItoJ3SzadbSM2W5O02DtvfAhfzycxbT2AokNgQub__snMHtk2jUFCjoCdAghxxkQMRZILzgGSNCtgi7Q4ZHkUi-xum7RW9Wgl2CV7zt2zEHHBW-RlOEHam86k8rSpqaRDjZYC7RmPdoHG68bQcDq69hMqzYgO9FO4da0coXVvz6_0BuVImzFtN9OZxQkaF5iTr-eBt9LjeElvHZ6sHT4rV43XC7nqcEB2avng8PAj75PbzsWwfRn1r7u99nk_UnGa-qhQPJMZTxKRZBDHWNS8YjJXFauCYFTkIKo0V0wwVqV1zbNKCSbSNGFcAWAR75Pjje_MNo9zdL68b-bWhJZlDDnkRcYYBBVsVMo2zlmsy5nVU2mXJbByte3y17YDI34wSvv1bGF8_fAvebohnRzj93_-Bt4BGiuR4A
CitedBy_id crossref_primary_10_59652_jetm_v2i1_151
crossref_primary_10_37467_revhuman_v21_5052
crossref_primary_10_1177_07319487251317533
Cites_doi 10.3102/0013189X08331140
10.1002/trtr.1533
10.1515/CJAL-2019-0006
10.1177/0731948720906490
10.1207/s15326985ep2203&4_3
10.1080/10573569.2017.1302372
10.1177/0271121416642454
10.1075/jsls.19013.yap
10.1007/s10212-012-0104-y
10.4324/9780429423635-17
10.1080/1034912X.2014.878538
10.1027/1614-2241.1.3.86
10.1037/a0027627
10.1080/00220671.2014.942032
10.1080/10573569.2014.891449
10.1111/j.1540-5826.2012.00352.x
10.1177/1362168821994133
10.1177/0741932519880338
10.1080/09541440701325990
10.4324/9781315695471
10.3200/JEXE.73.4.291-329
10.1016/j.learninstruc.2018.04.009
10.1002/jaal.586
10.1080/13603116.2020.1812739
10.1007/s10648-015-9321-7
10.1007/978-1-4899-7568-3
10.1080/02671522.2016.1271003
10.1002/trtr.1819
10.1177/016235320302700203
10.1080/10888438.2017.1278763
10.1177/0022219411409412
10.1002/rrq.231
10.1177/014662168500900411
10.1111/jrir.12000
10.1002/rrq.171
10.1598/0829.11
10.1007/s11145-017-9787-4
10.1080/02796015.2010.12087786
10.5539/elt.v10n7p158
10.1007/978-3-319-31235-4_8
10.3102/0091732X18821130
10.1177/0022219411402691
10.1111/cdep.12184
10.1002/rrq.191
10.1016/j.cedpsych.2020.101860
10.1016/j.sbspro.2014.01.1193
10.1177/0022219413504997
10.1007/s11145-009-9179-5
10.1007/978-3-319-75948-7_6
10.1002/pits.21591
10.1016/j.tate.2017.06.020
10.1177/0731948716682689
10.3102/0034654320919352
10.1111/1467-9817.12117
10.1177/0022057419854346
10.1002/dys.1634
10.1007/s11409-011-9081-9
10.1016/j.stueduc.2017.02.004
10.1177/0741932517749940
10.1037/a0027800
10.1097/DBP.0000000000000702
10.1177/0731948712472186
10.1201/9781482276725
10.1037/edu0000206
10.1007/s11145-021-10123-y
10.1177/001440290707300401
10.3102/0034654308325998
10.1007/s10648-018-9445-7
10.1177/0016986214568718
10.3389/fpsyg.2022.1016761
10.1177/1529100618772271
10.1086/684939
10.1007/s10648-014-9270-6
10.17239/L1ESLL-2021.21.01.10
10.3389/fpsyg.2019.02366
10.1598/0829.03
10.3102/0002831211410305
10.1007/s11145-017-9743-3
10.1007/978-1-4899-7568-3_23
10.1080/02702711.2016.1235648
ContentType Journal Article
Copyright Hammill Institute on Disabilities 2023
Copyright_xml – notice: Hammill Institute on Disabilities 2023
DBID AAYXX
CITATION
4T-
AHOVV
NAPCQ
DOI 10.1177/07319487221145691
DatabaseName CrossRef
Docstoc
Education Research Index
Nursing & Allied Health Premium
DatabaseTitle CrossRef
Nursing & Allied Health Premium
Docstoc
DatabaseTitleList Nursing & Allied Health Premium
CrossRef
DeliveryMethod fulltext_linktorsrc
Discipline Education
EISSN 2168-376X
EndPage 115
ExternalDocumentID 10_1177_07319487221145691
10.1177_07319487221145691
GroupedDBID -W8
-~X
.2G
.2I
.2K
.2L
.GO
0-V
01A
09Z
0R~
29L
2FS
2KS
4.4
41~
53G
54M
5GY
7RV
85S
8C1
8FI
8FJ
8R4
8R5
AAAHA
AAAZS
AACKU
AADIR
AADUE
AAFWJ
AAGGD
AAGLT
AAHSB
AAJPV
AAKTJ
AAMFR
AANSI
AAPEO
AAQDB
AAQXI
AARIX
AATAA
AAWLO
AAWTL
ABAWP
ABAWQ
ABBHK
ABCCA
ABCJG
ABDBF
ABDPE
ABFXH
ABIDT
ABIVO
ABJNI
ABKRH
ABLWH
ABOPQ
ABPNF
ABQKF
ABQPY
ABQXT
ABRHV
ABUJY
ABUWG
ABXSQ
ABYTW
ACAEP
ACDXX
ACFUR
ACFZE
ACGFO
ACGFS
ACHJO
ACHQT
ACJER
ACLZU
ACNCT
ACOFE
ACOXC
ACROE
ACRPL
ACSIQ
ACUFS
ACUHS
ACUIR
ACZOB
ADBBV
ADDLC
ADEBD
ADEIA
ADEPB
ADMHG
ADNFJ
ADNMO
ADNON
ADPEE
ADRRZ
ADSTG
ADTOS
ADUKL
ADULT
ADYCS
AEDXQ
AEGXH
AEOBU
AESMA
AESZF
AEUHG
AEUPB
AEVPJ
AEWDL
AEWHI
AEXNY
AFFNX
AFHKK
AFKBI
AFKRA
AFKRG
AFMOU
AFQAA
AFUIA
AFWMB
AGDVU
AGKLV
AGNHF
AGNWV
AGQPQ
AGWVZ
AHDMH
AHHFK
AHWHD
AIAGR
AIMQZ
AJUXI
AJUZI
ALFTD
ALIPV
ALMA_UNASSIGNED_HOLDINGS
ALSLI
ANDLU
ARALO
ARTOV
ARYUH
ASPBG
ATKJL
AUTPY
AUVAJ
AVWKF
AYPQM
AZFZN
AZQEC
B0M
BDZRT
BENPR
BKEYQ
BMVBW
BPACV
BPHCQ
BVXVI
CBRKF
CCGJY
CCPQU
CEADM
CJNVE
CS3
DD0
DD~
DG~
DOPDO
DU5
DV7
DV8
DWQXO
EAD
EAP
EAS
EBS
EDJ
EJD
EMK
EPL
EPS
ESX
EX3
F5P
FEDTE
FHBDP
FYUFA
GENNL
GNUQQ
GROUPED_SAGE_PREMIER_JOURNAL_COLLECTION
H13
HF~
HGD
HVGLF
HZ~
H~9
IAO
IEA
IER
INH
INR
IOF
IPC
IPO
IPSME
IPY
ITC
J8X
JAAYA
JAV
JBMMH
JBZCM
JENOY
JHFFW
JKQEH
JLEZI
JLXEF
JPL
JST
LIQON
LWO
M0P
M2M
NAPCQ
NHB
O9-
OMK
P.B
P2P
PHGZM
PHGZT
PMKZF
PQEDU
PQQKQ
PROAC
PSYQQ
Q1R
Q2X
QF4
QM7
QN7
ROL
RPD
RWL
RXW
S01
S0X
SA0
SASJQ
SAUOL
SCNPE
SFC
SSDHQ
TAE
TN5
UBH
UHB
UKHRP
UKR
VQ3
WH7
WOW
XOL
XZL
YR2
YR5
ZCA
ZCG
ZPLXX
ZPPRI
ZY4
~32
AAYXX
ACCVC
AJGYC
AMNSR
CITATION
4T-
AAPII
AHOVV
AJHME
AJVBE
ID FETCH-LOGICAL-c355t-9c26a6244746133e9f2b0a8cb0bc35d9817b58c0700b5ff26bc70755402c11e93
ISSN 0731-9487
IngestDate Sat Aug 23 13:00:19 EDT 2025
Tue Jul 01 04:50:45 EDT 2025
Thu Apr 24 23:04:45 EDT 2025
Tue Jun 17 22:26:35 EDT 2025
IsDoiOpenAccess false
IsOpenAccess true
IsPeerReviewed true
IsScholarly true
Issue 2
Keywords struggling readers
response-to-intervention
high-quality instruction
late elementary education
reading comprehension
Language English
LinkModel OpenURL
MergedId FETCHMERGED-LOGICAL-c355t-9c26a6244746133e9f2b0a8cb0bc35d9817b58c0700b5ff26bc70755402c11e93
Notes ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ORCID 0000-0001-9280-1902
OpenAccessLink https://biblio.ugent.be/publication/01GQCHXCFWCYSPX2SB822QBEG7/file/01GTV128J2EVDMM74JRPPXPZZ9.pdf
PQID 3181896001
PQPubID 47969
PageCount 14
ParticipantIDs proquest_journals_3181896001
crossref_primary_10_1177_07319487221145691
crossref_citationtrail_10_1177_07319487221145691
sage_journals_10_1177_07319487221145691
ProviderPackageCode CITATION
AAYXX
PublicationCentury 2000
PublicationDate 2025-05-01
PublicationDateYYYYMMDD 2025-05-01
PublicationDate_xml – month: 05
  year: 2025
  text: 2025-05-01
  day: 01
PublicationDecade 2020
PublicationPlace Los Angeles, CA
PublicationPlace_xml – name: Los Angeles, CA
– name: Overland Park
PublicationTitle Learning disability quarterly
PublicationYear 2025
Publisher SAGE Publications
SAGE PUBLICATIONS, INC
Publisher_xml – name: SAGE Publications
– name: SAGE PUBLICATIONS, INC
References Palincsar, Brown, Martin 1987; 22
Muraki, Engelhard 1985; 9
e_1_3_3_52_1
e_1_3_3_75_1
e_1_3_3_77_1
e_1_3_3_71_1
e_1_3_3_79_1
Merchie E. (e_1_3_3_50_1) 2019
Pressley M. (e_1_3_3_61_1) 2000
e_1_3_3_18_1
e_1_3_3_39_1
e_1_3_3_14_1
van Dijk T. A. (e_1_3_3_85_1) 1983
e_1_3_3_90_1
e_1_3_3_16_1
e_1_3_3_35_1
e_1_3_3_58_1
e_1_3_3_92_1
e_1_3_3_10_1
e_1_3_3_94_1
e_1_3_3_12_1
e_1_3_3_54_1
e_1_3_3_73_1
e_1_3_3_40_1
e_1_3_3_86_1
e_1_3_3_88_1
e_1_3_3_7_1
e_1_3_3_9_1
e_1_3_3_29_1
Rasbash J. (e_1_3_3_63_1) 2009
Pressley M. (e_1_3_3_62_1) 2006
e_1_3_3_25_1
e_1_3_3_48_1
National Reading Panel (e_1_3_3_56_1) 2000
e_1_3_3_27_1
e_1_3_3_46_1
e_1_3_3_69_1
e_1_3_3_3_1
e_1_3_3_21_1
e_1_3_3_44_1
e_1_3_3_67_1
e_1_3_3_82_1
e_1_3_3_5_1
e_1_3_3_23_1
e_1_3_3_42_1
e_1_3_3_65_1
e_1_3_3_30_1
e_1_3_3_51_1
e_1_3_3_76_1
Topping K. (e_1_3_3_80_1) 2016
Glover T. A. (e_1_3_3_33_1) 2011
e_1_3_3_78_1
Israel S. E. (e_1_3_3_37_1) 2014
e_1_3_3_70_1
Van den Broeck W (e_1_3_3_84_1) 2010
e_1_3_3_17_1
e_1_3_3_19_1
e_1_3_3_13_1
e_1_3_3_38_1
e_1_3_3_59_1
e_1_3_3_91_1
e_1_3_3_15_1
e_1_3_3_36_1
e_1_3_3_57_1
e_1_3_3_93_1
e_1_3_3_34_1
e_1_3_3_55_1
e_1_3_3_72_1
e_1_3_3_95_1
e_1_3_3_11_1
e_1_3_3_32_1
e_1_3_3_53_1
e_1_3_3_74_1
e_1_3_3_41_1
e_1_3_3_87_1
e_1_3_3_60_1
e_1_3_3_89_1
e_1_3_3_6_1
e_1_3_3_8_1
e_1_3_3_28_1
e_1_3_3_24_1
e_1_3_3_49_1
e_1_3_3_26_1
e_1_3_3_47_1
e_1_3_3_68_1
e_1_3_3_81_1
e_1_3_3_2_1
e_1_3_3_20_1
e_1_3_3_45_1
e_1_3_3_66_1
e_1_3_3_83_1
Ghesquière P. (e_1_3_3_31_1) 2014
e_1_3_3_4_1
e_1_3_3_22_1
e_1_3_3_43_1
e_1_3_3_64_1
References_xml – volume: 22
  start-page: 231
  issue: 3 4
  year: 1987
  end-page: 253
  article-title: Peer interaction in Reading comprehension instruction
  publication-title: Educational Psychologist
– volume: 9
  start-page: 417
  issue: 4
  year: 1985
  end-page: 430
  article-title: Full-information item factor analysis: Applications of EAP scores
  publication-title: Applied Psychological Measurement
– ident: e_1_3_3_21_1
  doi: 10.3102/0013189X08331140
– start-page: 545
  volume-title: Handbook of reading research
  year: 2000
  ident: e_1_3_3_61_1
– ident: e_1_3_3_64_1
  doi: 10.1002/trtr.1533
– ident: e_1_3_3_46_1
  doi: 10.1515/CJAL-2019-0006
– ident: e_1_3_3_36_1
  doi: 10.1177/0731948720906490
– ident: e_1_3_3_59_1
  doi: 10.1207/s15326985ep2203&4_3
– ident: e_1_3_3_3_1
  doi: 10.1080/10573569.2017.1302372
– ident: e_1_3_3_42_1
  doi: 10.1177/0271121416642454
– ident: e_1_3_3_95_1
  doi: 10.1075/jsls.19013.yap
– ident: e_1_3_3_6_1
  doi: 10.1007/s10212-012-0104-y
– ident: e_1_3_3_13_1
  doi: 10.4324/9780429423635-17
– ident: e_1_3_3_35_1
  doi: 10.1080/1034912X.2014.878538
– ident: e_1_3_3_47_1
  doi: 10.1027/1614-2241.1.3.86
– ident: e_1_3_3_74_1
  doi: 10.1037/a0027627
– ident: e_1_3_3_19_1
  doi: 10.1080/00220671.2014.942032
– start-page: 11
  volume-title: Zorg dragen voor kinderen en jongeren met leerproblemen. Handvatten voor goede praktijk
  year: 2014
  ident: e_1_3_3_31_1
– ident: e_1_3_3_41_1
  doi: 10.1080/10573569.2014.891449
– ident: e_1_3_3_44_1
  doi: 10.1111/j.1540-5826.2012.00352.x
– start-page: 59
  volume-title: Jongvolwassenen met dyslexie. Diagnostiek en begeleiding in wetenschap en praktijk
  year: 2010
  ident: e_1_3_3_84_1
– ident: e_1_3_3_45_1
  doi: 10.1177/1362168821994133
– volume-title: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction
  year: 2000
  ident: e_1_3_3_56_1
– ident: e_1_3_3_17_1
  doi: 10.1177/0741932519880338
– ident: e_1_3_3_49_1
  doi: 10.1080/09541440701325990
– ident: e_1_3_3_79_1
  doi: 10.4324/9781315695471
– ident: e_1_3_3_86_1
  doi: 10.3200/JEXE.73.4.291-329
– ident: e_1_3_3_28_1
  doi: 10.1016/j.learninstruc.2018.04.009
– ident: e_1_3_3_34_1
  doi: 10.1002/jaal.586
– volume-title: Metacognition in literacy learning
  year: 2014
  ident: e_1_3_3_37_1
– ident: e_1_3_3_32_1
  doi: 10.1080/13603116.2020.1812739
– ident: e_1_3_3_89_1
  doi: 10.1007/s10648-015-9321-7
– ident: e_1_3_3_39_1
  doi: 10.1007/978-1-4899-7568-3
– ident: e_1_3_3_51_1
  doi: 10.1080/02671522.2016.1271003
– ident: e_1_3_3_24_1
  doi: 10.1002/trtr.1819
– ident: e_1_3_3_78_1
  doi: 10.1177/016235320302700203
– ident: e_1_3_3_54_1
  doi: 10.1080/10888438.2017.1278763
– ident: e_1_3_3_5_1
  doi: 10.1177/0022219411409412
– ident: e_1_3_3_48_1
  doi: 10.1002/rrq.231
– ident: e_1_3_3_55_1
  doi: 10.1177/014662168500900411
– ident: e_1_3_3_18_1
  doi: 10.1111/jrir.12000
– ident: e_1_3_3_43_1
  doi: 10.1002/rrq.171
– ident: e_1_3_3_77_1
  doi: 10.1598/0829.11
– ident: e_1_3_3_22_1
  doi: 10.1007/s11145-017-9787-4
– volume-title: Strategies of discourse comprehension
  year: 1983
  ident: e_1_3_3_85_1
– ident: e_1_3_3_87_1
  doi: 10.1080/02796015.2010.12087786
– start-page: 265
  volume-title: Handbook of educational psychology
  year: 2006
  ident: e_1_3_3_62_1
– ident: e_1_3_3_7_1
  doi: 10.5539/elt.v10n7p158
– ident: e_1_3_3_29_1
  doi: 10.1007/978-3-319-31235-4_8
– ident: e_1_3_3_11_1
  doi: 10.3102/0091732X18821130
– ident: e_1_3_3_71_1
  doi: 10.1177/0022219411402691
– ident: e_1_3_3_93_1
  doi: 10.1111/cdep.12184
– ident: e_1_3_3_8_1
  doi: 10.1002/rrq.191
– ident: e_1_3_3_66_1
  doi: 10.1016/j.cedpsych.2020.101860
– ident: e_1_3_3_52_1
  doi: 10.1016/j.sbspro.2014.01.1193
– ident: e_1_3_3_91_1
  doi: 10.1177/0022219413504997
– ident: e_1_3_3_90_1
  doi: 10.1007/s11145-009-9179-5
– ident: e_1_3_3_30_1
  doi: 10.1007/978-3-319-75948-7_6
– ident: e_1_3_3_40_1
  doi: 10.1002/pits.21591
– ident: e_1_3_3_75_1
  doi: 10.1016/j.tate.2017.06.020
– ident: e_1_3_3_92_1
– volume-title: A user’s guide to MLwiN
  year: 2009
  ident: e_1_3_3_63_1
– ident: e_1_3_3_65_1
  doi: 10.1177/0731948716682689
– ident: e_1_3_3_81_1
  doi: 10.3102/0034654320919352
– ident: e_1_3_3_82_1
  doi: 10.1111/1467-9817.12117
– volume-title: Effectieve, eigentijdse begrijpend leesdidactiek in het basisonderwijs. Wetenschappelijk eindrapport van een praktijkgerichte literatuurstudie
  year: 2019
  ident: e_1_3_3_50_1
– ident: e_1_3_3_60_1
  doi: 10.1177/0022057419854346
– ident: e_1_3_3_94_1
  doi: 10.1002/dys.1634
– ident: e_1_3_3_67_1
  doi: 10.1007/s11409-011-9081-9
– ident: e_1_3_3_16_1
  doi: 10.1016/j.stueduc.2017.02.004
– ident: e_1_3_3_73_1
  doi: 10.1177/0741932517749940
– ident: e_1_3_3_20_1
  doi: 10.1037/a0027800
– ident: e_1_3_3_14_1
  doi: 10.1097/DBP.0000000000000702
– ident: e_1_3_3_57_1
  doi: 10.1177/0731948712472186
– ident: e_1_3_3_4_1
  doi: 10.1201/9781482276725
– ident: e_1_3_3_12_1
  doi: 10.1037/edu0000206
– ident: e_1_3_3_23_1
  doi: 10.1007/s11145-021-10123-y
– ident: e_1_3_3_68_1
  doi: 10.1177/001440290707300401
– ident: e_1_3_3_26_1
  doi: 10.3102/0034654308325998
– ident: e_1_3_3_58_1
  doi: 10.1007/s10648-018-9445-7
– ident: e_1_3_3_69_1
  doi: 10.1177/0016986214568718
– ident: e_1_3_3_9_1
– ident: e_1_3_3_10_1
  doi: 10.3389/fpsyg.2022.1016761
– ident: e_1_3_3_15_1
  doi: 10.1177/1529100618772271
– volume-title: Using peer tutoring to improve reading skills: A practical guide for teachers
  year: 2016
  ident: e_1_3_3_80_1
– ident: e_1_3_3_53_1
  doi: 10.1086/684939
– ident: e_1_3_3_27_1
  doi: 10.1007/s10648-014-9270-6
– ident: e_1_3_3_83_1
  doi: 10.17239/L1ESLL-2021.21.01.10
– ident: e_1_3_3_70_1
  doi: 10.3389/fpsyg.2019.02366
– ident: e_1_3_3_25_1
  doi: 10.1598/0829.03
– ident: e_1_3_3_88_1
  doi: 10.3102/0002831211410305
– ident: e_1_3_3_76_1
  doi: 10.1007/s11145-017-9743-3
– volume-title: The promise of response to intervention: Evaluating current science and practice
  year: 2011
  ident: e_1_3_3_33_1
– ident: e_1_3_3_2_1
  doi: 10.1007/978-1-4899-7568-3_23
– ident: e_1_3_3_38_1
  doi: 10.1080/02702711.2016.1235648
– ident: e_1_3_3_72_1
SSID ssj0000392
Score 2.3776639
Snippet Because reading comprehension is an important skill that many students struggle with, there is an urgent need to foster it. Few studies have investigated...
SourceID proquest
crossref
sage
SourceType Aggregation Database
Enrichment Source
Index Database
Publisher
StartPage 102
SubjectTerms Elementary school students
Flemish
Grade 6
Individualized Instruction
Learning outcomes
Middle school students
Motivation
Reading comprehension
Reading Motivation
Reading strategies
Teaching
Title The Impact of a Tier 1 Intervention on Fifth and Sixth Graders’ Reading Comprehension, Reading Strategy Use, and Reading Motivation
URI https://journals.sagepub.com/doi/full/10.1177/07319487221145691
https://www.proquest.com/docview/3181896001
Volume 48
hasFullText 1
inHoldings 1
isFullTextHit
isPrint
link http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV3JjtMwGLZK58IFsYrCgHxAQmImKHaWJseWmdJhFiGmRb1FsWMPFZ0WSkcCTlx4CF6HR-FJ-L0lboERIEVRZLt22v_rv9j_gtAjSWKRsRi4XyVpEKelCEoZZkHKS56GPCmjTMU7H5-kw3H8YpJMWq3vntfSxYo95Z9_G1fyP1SFNqCripL9B8rWk0IDPAN94Q4Uhvtf0_jAC3McqdARYnb5nB8jXIOptAFsp9OP8PR8qd2XnZ9D7jzpNXNYijfKp92G3dsOm8P2087Y1GE0UY2m77iukOYrukduy6WySXxB2X-_6UDaX5yVYrnaeTUVs7c1wvbPzwVoxsbJWKiDjrrL1n5-DUypp0a5dtVwKODLD6ezSvg7GTRp_Aa9IzQvhHotZEtzxG5Egjy2ElroNkrSTHHJic_S48yDLvX4MwmpJ-qJiST9VYroc2y1mlqMgo0MaqYpKraesXvYOy1e7g2Ko4OTwytoi4KpQttoq9ff6w8afSDSpbnrl7dn6zrt1-YS69pRY_J4XoZa8RldR9esxYJ7Bn43UEvMb6pi39Yx6Bb6CjDEBoZ4IXGJFQwxwT4MMVwahhiggzUMsYXhjy_fsMUSXgPgbt3s4IcBfrt6BtfTgO82Gg_2R8-Gga3uEXDQcVdBzmlapqBddmNQKSORS8rCMuMsZDCgyjPSZUnGQSSFLJGSpox3Qb8FC4NyQkQe3UHt-WIu7iLMQIqQEozpvAIDXLKclWDZVAlMJYWMRQeF7lctuE19ryqwzArist1vEqKDntQfeWfyvlw2eNuRqrDs4UMBwpJkubInOuixIl_T9ceJ7l0-0X10tfnfbKP2ankhHoBOvGIPLeh-ApsPsGA
linkProvider EBSCOhost
linkToHtml http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV1PS8MwFA-yHfTif3E6NQdBkFXaru3a4xDnputQ3GDioSRpwobSydaBevLih_Dr-Ul86dJuDhUReihN8kiT1_d-ob_3HkKHwrC4Sy2wfqEwNcshXCNCdzWHEebozCZlV8Y7-y2n3rEuunZXsSplLIxawdGJpFXBjBJjnX3dMlNSBZQGULYJJxdw_jJwPe_KaIQcyldvr679qR0uJyWR5QBNjlD_NL8V8tUrTaHmDLsrcTi1FXSXTnXCM7k_Gccwy5e5LI7_e5dVtKxwKK5OFGcNLfBoXZZwVnSPDfQGCoQbSQwlHghMcBscKDZwY4YkieGq9UXcwyQK8U3_Ce7Ohwk3-uP1HSuCPpY2Z8h7kio_iErZY5UY9xl3RryUSEhb_Kzo2ibq1M7ap3VN1WzQGCCXWPOY6RAHMEPFAqBQ5p4wqU5cRnUKHULPNSrUdhkYGp3aQpgOZRVALYAbTWYY3CtvoVw0iPg2whRsg0HgiOSFcKwS1KME8GpogyjBhcULSE_3LGAqobmsq_EQGGkO8_n1LaDjbMjjJJvHb52LqSIE6VYGYAIN15MosYCO5L5Om34UtPPnngdosd72m0Gz0brcRUumrDWckCuLKBcPx3wPAFBM95WmfwJpvvbE
linkToPdf http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV3dSsMwFA4yQbzxX5xOzYUgyKpt-rP2UtS6qRPFDeZVSdKEDaWT2YF65Y0P4ev5JJ506TaHigi9KE1ySJPTc740X85BaEdajvCZA9YvlsRwPCoMKk3f8DjlnsldavvqvHP90qs2nbOW29I_3NRZGD2Cj_uKVgU9yoy1-rofYnmg9xgPQC1h7e1XCKxeAACow-vT4KgIKaDpw9ur6_rIFttZWmTVwFAt9L7mt0K-eqYR3BxjeGVOJ5xHUd7dAdfkbr-fQk9fJiI5_v99FtCcxqP4cKBAi2hKJEsqlbOmfSyjN1AkXMvOUuKuxBQ3wJFiC9fGyJIYrrAj0zamSYxvOk9wd9rLONIfr-9YE_Wxsj090VaU-W5SHj7WAXKfcfNRlDMJeUl9mHxtBTXDk8ZR1dC5GwwOCCY1Ak486gF2qDgAGGwRSMJM6nNmMqgQB75VYa7PweCYzJWSeIxXAL0AfiTcskRgr6JC0k3EGsIMbIRFYakUxLC8kixgFHBr7IIoKaQjisjM5y3iOrC5yq9xH1l5LPPJ8S2ivWGTh0FUj98ql3JliPLpjMAUWn6g0GIR7aq5HRX9KGj9zzW30czVcRhd1C7PN9AsUSmHM45lCRXSXl9sAg5K2ZZW9k-dsPk5
openUrl ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=The+Impact+of+a+Tier+1+Intervention+on+Fifth+and+Sixth+Graders%E2%80%99+Reading+Comprehension%2C+Reading+Strategy+Use%2C+and+Reading+Motivation&rft.jtitle=Learning+disability+quarterly&rft.au=Bogaert+Rielke&rft.au=Emmelien%2C+Merchie&rft.au=Kim%2C+Van+Ammel&rft.au=Van+Keer+Hilde&rft.date=2025-05-01&rft.pub=SAGE+PUBLICATIONS%2C+INC&rft.issn=0731-9487&rft.eissn=2168-376X&rft.volume=48&rft.issue=2&rft.spage=102&rft.epage=115&rft_id=info:doi/10.1177%2F07319487221145691&rft.externalDBID=HAS_PDF_LINK
thumbnail_l http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=0731-9487&client=summon
thumbnail_m http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=0731-9487&client=summon
thumbnail_s http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=0731-9487&client=summon