Structure Altering Effects of a Multicomponent Reading Intervention

• In Event: Disrupting the Status Quo in Vocabulary: Radically Rethinking "What," "Who," and "How" for Vocabulary Instruction

Abstract

We evaluate the direct and inferential and mediation (DIME) model for reading comprehension with a sample of struggling readers in grades 3-5 (N = 364) in the context of a large-scale RCT investigating two theoretically distinct reading interventions (text processing + foundational skills [n = 117] or text processing only [n = 120]) and a control condition (n = 127). We investigate whether the intervention affects not just reading comprehension levels, but also how variables within the reading system interrelate. This approach allows the focus to shift from intervention as influencing a change in reading comprehension status to a complex set of processes. We fit structural equation models (SEMs) to evaluate the DIME model at baseline, and a longitudinal model including reading comprehension and word reading at posttest. There were no significant mean differences between groups in reading comprehension. However, significant differences emerged on the direct and indirect effects of vocabulary, background knowledge, word reading, strategies and inferencing on comprehension across grade levels and treatment conditions. Related to treatment groups, the effect of vocabulary, background knowledge, and inferencing were significantly related to comprehension at posttest for students who received text processing and/or foundational skills interventions.

Authors

• Yusra Ahmed, University of Houston

• Jeremy Miciak, The University of Texas

• W. Pat. Taylor, University of Houston

• David J. Francis, University of Houston