Effects of the Interactive Strategies Approach—Extended (ISA-X) in Intermediate-Grade Struggling Readers With Limited Reading Accuracy

• In Event: Poster Session 8
  In Poster Session: Issues in Literacy Education

Abstract

Some readers cannot read accurately even in the intermediate grades. This study examined the effects of the Interactive Strategies Approach-Extended (ISA-X) (Gelzheiser, et al., 2011) on reading achievement in intermediate-grade struggling readers who had limited reading accuracy. Six teachers provided struggling readers with the ISA-X intervention. Thirty-five students received the intervention in the fall (Fall Intervention group) while twenty-six students served as a “Business-as-Usual” (BAU) waitlist control group. Results showed that the interaction of treatment condition by time was significant for basic reading skills, oral reading accuracy, word identification strategies, and content vocabulary knowledge. Further, regression analysis showed that treatment condition was a significant predictor of reading comprehension when all other relevant variables included in the equation were controlled.

Authors

• Shufen Wang, University at Albany - SUNY

• Lynn M. Gelzheiser, University at Albany - SUNY

• Frank Vellutino, University at Albany - SUNY

• Donna M. Scanlon, University at Albany - SUNY