Mitigating reading failure in adolescents : Outcomes of a Direct Instruction reading program in one secondary school
International and national data continue to identify poor literacy standards among secondary school students. The researchers, in collaboration with a metropolitan secondary school in Perth, Western Australia, elected to use the Direct Instruction Reading Mastery program to improve students' re...
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Published in | The Australian journal of language and literacy Vol. 43; no. 2; pp. 152 - 166 |
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Main Authors | , , , |
Format | Journal Article |
Language | English |
Published |
Singapore
Springer Nature Singapore
01.06.2020
Australian Literacy Educators' Association Australian Literacy Educators' Assn |
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Abstract | International and national data continue to identify poor literacy standards among secondary school students. The researchers, in collaboration with a metropolitan secondary school in Perth, Western Australia, elected to use the Direct Instruction Reading Mastery program to improve students' reading skills. Data on reading performance was collected from 59 Year 7-9 students identified by their teachers as having poor reading skills. Students were assessed using the Woodcock Reading Mastery III and were retested twice during the remainder of the year. Teaching staff were observed delivering the program and were interviewed in the final term of the year to ascertain their experiences while using the program. Results showed a statistically significant improvement in students' reading performance. There was a moderate, statistically significant correlation between higher reading improvement and higher attendance. The program was effective for students regardless of equity group. Semi-structured interviews with the teacher and teaching assistants delivering the program indicated they were overwhelmingly positive about the program but identified difficulty delivering it with fidelity. This was also noted during classroom observation. The results from this research support the efficacy of using Direct Instruction programs, such as Reading Mastery, to improve the reading outcomes for adolescent students who are struggling to read. However, they also highlight the complexity of influencing reading success for students in secondary schools, with factors such as attendance and fidelity of delivery influencing the success of the program. [Author abstract] |
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AbstractList | International and national data continue to identify poor literacy standards among secondary school students. The researchers, in collaboration with a metropolitan secondary school in Perth, Western Australia, elected to use the Direct Instruction Reading Mastery program to improve students' reading skills. Data on reading performance was collected from 59 Year 7-9 students identified by their teachers as having poor reading skills. Students were assessed using the Woodcock Reading Mastery III and were retested twice during the remainder of the year. Teaching staff were observed delivering the program and were interviewed in the final term of the year to ascertain their experiences while using the program. Results showed a statistically significant improvement in students' reading performance. There was a moderate, statistically significant correlation between higher reading improvement and higher attendance. The program was effective for students regardless of equity group. Semi-structured interviews with the teacher and teaching assistants delivering the program indicated they were overwhelmingly positive about the program but identified difficulty delivering it with fidelity. This was also noted during classroom observation. The results from this research support the efficacy of using Direct Instruction programs, such as Reading Mastery, to improve the reading outcomes for adolescent students who are struggling to read. However, they also highlight the complexity of influencing reading success for students in secondary schools, with factors such as attendance and fidelity of delivery influencing the success of the program. [Author abstract] A study that determines the outcome of a direct instruction reading program in one secondary school to mitigate reading failure in adolescents in Australia is presented. It discusses the consequences of failing to learn to read which has attracted considerable research interest, leading to the identification of strong links to a range of poor educational and life outcomes. While it has been emphasizes on the school-wide early intervention to ameliorate reading difficulties, research evidence about effective reading interventions in secondary schools is limited, despite its vital importance in meeting nationally mandated minimum literacy standards in the country. It also focuses the Direct Instruction Reading Mastery program that was implemented at metropolitan secondary school in Western Australia to improve the reading outcomes of their students. The findings of the study is also discussed. International and national data continue to identify poor literacy standards among secondary school students. The researchers, in collaboration with a metropolitan secondary school in Perth, Western Australia, elected to use the Direct Instruction Reading Mastery program to improve students' reading skills. Data on reading performance was collected from 59 Year 7-9 students identified by their teachers as having poor reading skills. Students were assessed using the Woodcock Reading Mastery III and were retested twice during the remainder of the year. Teaching staff were observed delivering the program and were interviewed in the final term of the year to ascertain their experiences while using the program. Results showed a statistically significant improvement in students' reading performance. There was a moderate, statistically significant correlation between higher reading improvement and higher attendance. The program was effective for students regardless of equity group. Semi-structured interviews with the teacher and teaching assistants delivering the program indicated they were overwhelmingly positive about the program but identified difficulty delivering it with fidelity. This was also noted during classroom observation. The results from this research support the efficacy of using Direct Instruction programs, such as Reading Mastery, to improve the reading outcomes for adolescent students who are struggling to read. However, they also highlight the complexity of influencing reading success for students in secondary schools, with factors such as attendance and fidelity of delivery influencing the success of the program. |
Audience | Academic |
Author | Margie Backhouse Susan Main Robert Jackson Susan Hill |
AuthorAffiliation | Edith Cowan University Curtin University |
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Cites_doi | 10.1007/s11881-002-0013-x 10.4324/9780429485480 10.1080/19404150509546797 10.1177/002221949903200605 10.1080/19388070802434899 10.1207/s1532799xssr0804_1 10.1177/1053451217693365 10.1007/BF03651969 10.4324/9780203387986 10.1037/0022-0663.98.1.134 10.1353/etc.2013.0005 10.1598/RRQ.43.3.4 10.1177/001440290507100308 10.1007/s11145-010-9278-3 10.1080/10573569.2011.560482 10.1177/0022219413504995 10.1007/s11881-003-0003-7 10.1207/s15326985ep4102_1 10.1080/01411921003734645 10.1016/j.cogdev.2018.04.005 10.1111/1467-8624.7402003 10.1007/BF00988593 10.1111/cdep.12184 10.3102/00346543073002125 10.1007/s11881-010-0040-y 10.1080/09500780902822942 10.1080/00940771.2009.11461694 10.1080/19404150609546813 10.1037/edu0000302 10.1002/rrq.035 10.1177/07419325060270050501 10.14221/ajte.2017v42n11.1 10.3102/0034654317751919 10.1177/00222194070400050201 10.1002/pits.20481 10.3102/0034654308325998 10.1177/1098214016662338 10.1080/02188791.2014.961898 10.1111/j.1467-9817.2009.01396.x 10.1177/004005999702900601 10.1177/0741932508315646 10.1177/0022219413515511 |
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Notes | Refereed article. Includes bibliographical references. AustJLangLit_c.jpg Australian Journal of Language and Literacy; v.43 n.2 p.152-166; June 2020 |
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Snippet | International and national data continue to identify poor literacy standards among secondary school students. The researchers, in collaboration with a... A study that determines the outcome of a direct instruction reading program in one secondary school to mitigate reading failure in adolescents in Australia is... |
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SubjectTerms | Adolescents Applied Linguistics Australia Direct instruction Education High schools Investment companies Language Education Literacy Literacy education Program evaluation Reading acquisition Reading difficulties Reading failure Reading improvement Reading instruction Reading programs Reading skills Reading teaching Secondary education Secondary schools Study and teaching Teachers Teaching United Kingdom Year 7 Year 8 Year 9 Youth |
Title | Mitigating reading failure in adolescents : Outcomes of a Direct Instruction reading program in one secondary school |
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