This peer-reviewed article is the main effects publication associated with this project.
Citation
Barnes, M. A., Clemens, N. H., Simmons, D., Hall, C., Fogarty, M., Martinez-Lincoln, A., Vaughn, S., Simmons, L., Fall, A., & Roberts, G. (2024). A randomized controlled trial of tutor- and computer-delivered inferential comprehension interventions for middle school students with reading difficulties. Scientific Studies of Reading, 28(4), 411-440. https://doi.org/10.1080/10888438.2024.2331517
Abstract
Purpose: An inferential comprehension intervention addressing reading comprehension difficulties of middle schoolers was tested.
Method: Students in Grades 6 to 8 (n = 145; 53.8% female; 71% White; 24% Black) who failed their state literacy test, were randomly assigned to tutor-led, computerized, or business-as-usual (BaU) interventions.
Results: The tutor-led intervention produced significant effects compared to BaU (g = .40) and computer-led (g = .30) on inference types instructed in the intervention. Students with adequate word reading in tutor-led gained more compared to BaU on WIAT-III Reading Comprehension. Boys gained more from tutor-led and BaU vs. computer-led on several measures.
Conclusion: Inferential comprehension is malleable in middle school, but adequate word reading may be important. The effects for boys vs. girls suggest the need to understand intervention factors beyond the content and instructional procedures of interventions. Findings are discussed with reference to theories of inference and reading comprehension as well as the literature on technology-aided literacy interventions.
