Improving Reading Performance for Economically Disadvantaged Students: Combining Strategy Instruction and Motivational Support

Abstract

Seventy-six fifth-year students from low-socioeconomic status backgrounds participated in three different instructional conditions in an intervention study. The first combined strategy training in top-level structuring and interrelated motivational support; the second implemented the strategy training only; and the third was a control condition where no specific training in top-level structuring or motivational support was provided. Both trained groups showed substantial improvement in their reading performance, as indicated by two different reading tests administered before and after the 6-week intervention. The control group did not show any significant improvement on these tests. Students in the combined instructional condition made most progress in reading, indicating additional value in combining both explicitly performance-linked motivational support and strategy instruction in promoting reading.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 24 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.