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Is Group-Centered Better than Classroom Instruction for Teaching Reading? The Need for a Group-Centered Approach. Testing Two Group Methods

  • Elaine Clanton Harpine
  • Adam Pazda
Chapter

Abstract

This study tests group-centered interventions, which combine reading, writing, spelling, and comprehension as ways to correct reading failure while encouraging intrinsic (internal) motivation with at-risk students. This chapter looks at 2 week-long after-school interventions rather than a year-long program. Two approaches for preparing students for end-of-the-year testing are examined. All subjects were first through third grade students labeled as at-risk of failing due to their inability to read at grade level. Both test-prep groups used group instruction rather than one-on-one tutoring. The traditional group used direct instruction, worksheets, and practice tests. The intervention group used a group-centered hands-on teaching/counseling approach. Pre- and post-tests showed significant improvement in spelling, recognition of sight words, and age-level oral reading for the group-centered approach. Students in the group-centered intervention group continued to show improvements in reading and sight word recognition 6 weeks after the 1-week intervention.

Keywords

Test-prep methods Standardized testing Group-centered prevention Reading failure At-risk children Reading interventions Intrinsic motivation Efficacy retraining School-based mental health 

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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Elaine Clanton Harpine
    • 1
  • Adam Pazda
    • 1
  1. 1.University of South Carolina AikenAikenUSA

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