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Ameliorating children's reading-comprehension difficulties: a randomized controlled trial.

Paula J Clarke¹, Margaret J Snowling, Emma Truelove

¹University of York, York YO10 5DD, United Kingdom.

Psychological Science

|June 30, 2010

Summary

Children with reading comprehension issues benefit from targeted interventions. Oral-language training showed sustained improvements in reading skills and vocabulary, suggesting underlying language weaknesses.

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Area of Science:

Developmental Psychology
Educational Psychology
Linguistics

Background:

Specific reading comprehension difficulties affect children who read accurately but struggle with understanding text.
Identifying effective interventions is crucial for supporting these learners.

Purpose of the Study:

To evaluate the efficacy of three interventions for improving reading comprehension in children with specific difficulties.
Interventions included text-comprehension (TC) training, oral-language (OL) training, and combined (COM) training.

Main Methods:

A randomized controlled trial design was employed.
Children were assessed at multiple time points: preintervention, midintervention, postintervention, and 11-month follow-up.
Comparison was made against an untreated control group.

Main Results:

All intervention groups showed significant reading comprehension improvements compared to controls.
Text-comprehension (TC) and Combined (COM) groups maintained gains at follow-up.
Oral-language (OL) group demonstrated greater gains between intervention end and follow-up, alongside significant expressive vocabulary improvements.

Conclusions:

Specific reading comprehension difficulties may stem from underlying oral-language weaknesses.
Oral-language interventions are effective in ameliorating these difficulties.
Combined approaches and oral-language training show lasting benefits for reading comprehension and vocabulary.