Reading and Writing

, Volume 23, Issue 9, pp 1071–1083

Individual differences in reading comprehension gains from assisted reading practice: pre existing conditions, vocabulary acquisition, and amounts of practice

Article

DOI: 10.1007/s11145-009-9196-4

Cite this article as:
Shany, M. & Biemiller, A. Read Writ (2010) 23: 1071. doi:10.1007/s11145-009-9196-4

Abstract

We conducted a study of the effects of assisted reading practice (Shany & Biemiller, 1995). In this paper we examined the original data to find factors affecting gains in reading comprehension. We contrasted 14 children who had below median gains in reading comprehension and 15 who had above median gains. There were no significant correlations between pre-program language and reading measures and reading comprehension gains. High comprehension gainers made significantly larger gains in vocabulary. In the previous report on this research, we found that reading practice had large beneficial impact on reading comprehension. In this study we also found that children who gained significantly more vocabulary had also significantly higher gains in reading comprehension. Implications are discussed.

Keywords

Assisted reading practiceReading comprehensionVocabulary

Copyright information

© Springer Science+Business Media B.V. 2009

Authors and Affiliations

  1. 1.The Faculty of Education, Department of Learning DisabilitiesThe University of HaifaMount Carmel, HaifaIsrael
  2. 2.Institute of Child StudyOISE/UT, University of TorontoTorontoCanada