Effective reading programs for secondary students

Effective reading programs for secondary students
In recent years, major initiatives in the U.S. and U.K. have added greatly to the amount and quality of research on the effectiveness of secondary reading programs, especially targeted programs for struggling readers. As a result, our Johns Hopkins Center for Research and Reform in Education was able to complete an updated review of the research on secondary reading programs using tougher standards than would have been possible in earlier reviews, and assembling data from a much larger pool of programs and studies. The authors were Ariane Baye, Cynthia Lake, Amanda Inns, and Robert Slavin.
 
The current review focuses on 64 studies that used random assignment (n=55) or high-quality quasi-experiments (n=9) to evaluate outcomes of 49 programs on widely accepted measures of reading. Programs using one-to-one and small-group tutoring (ES=+0.23) and cooperative learning programs (mean ES=+0.16) showed positive outcomes, on average. Among technology programs, metacognitive approaches, mixed-model programs, and programs for English learners, there were individual examples of promising approaches. Except for tutoring, targeted extra-time programs were no more effective than programs provided to entire classes and schools without adding instructional time.

The findings suggest that secondary readers benefit more from engaging and personalized instruction than from remedial services.

Johns Hopkins University 

Research in Brief

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