Development of a Multicomponent Reading Intervention in Upper-Elementary Grades: Findings From a Design Experiment

• In Event: Becoming Literate: The Science of Teaching Reading

Abstract

The purpose of this study was to develop, implement, and test the effects of Read STOP Write on fourth- and fifth-grade students’ foundational reading skills, reading comprehension, and reading motivation. We conducted a design experiment with 14 fourth- and fifth-grade teachers in 12 classrooms at an urban public charter school. A diverse population of students in grades four (n=186) and five (n=134) completed measures of reading achievement and motivation before and after receiving 10 weeks of Read STOP Write lessons. Students experienced significant gains on measures of word recognition, oral reading fluency, and silent reading efficiency and comprehension but not reading motivation. Teachers and students responded positively on social validity surveys. Implications for research and practice will be discussed.

Authors

• John Z. Strong, University at Buffalo - SUNY

• Laura S. Tortorelli, Michigan State University

• Blythe E. Anderson, University at Buffalo - SUNY

• David A. Fronczak, University at Buffalo - SUNY

• Eunsoo Cho, University of California - Riverside