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Effects of a Reading Intervention and Mentoring Intervention for Ninth-Grade English Learners with Reading Difficulties

Sharon Vaughn, Leticia Martinez, Kelly J. Williams, Jeremy Miciak, Anna-Maria Fall, & Greg Roberts

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How does an intensive reading intervention affect the reading achievement of ninth-grade English learners with reading difficulties?

Some English learners (ELs) in ninth grade have difficulty comprehending grade-level text, preventing them from learning content in other subject areas. To address this we implemented an intensive, multicomponent reading intervention for one year with ninth-grade ELs with reading difficulties. The intervention was provided in addition to core instruction and focused on word-reading, fluency, vocabulary, comprehension. Foundational skills and strategies were taught through explicit instructional methods, and students worked in cooperative learning groups to apply these skills and strategies to content area texts. ELs who received the reading intervention performed better on some measures of reading achievement (sentence-level fluency and comprehension, taught vocabulary words) than ELs who did not receive the reading intervention. On other measures, there were not substantial differences between the two groups (word-reading, untaught vocabulary words, and text comprehension).

 

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Impacting 9th Grade Educational Outcomes: A Randomized Controlled Trial of the BARR Model

Trisha Borman, Johannes Bos, So Jung Park & Amelia Auchstetter

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BARR students earn more core course credits, perform better on math standardized tests, and report better in-school experiences

The transition from eighth grade to ninth grade is a critical point for students. It can set them on a path toward successfully graduating from high school or dropping out. A growing number of schools have sought to support ninth-grade students through the Building Assets, Reducing Risks (BARR) model. BARR focuses on building in-school relationships and using students’ strengths to improve student outcomes.

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Comprehensive College Transition Program Increases Students’ Psychosocial Outcomes

Tatiana Melguizo, Paco Martorell, Elise Swanson, W. Edward Chi, Elizabeth Park, & Adrianna Kezar

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Is there an added benefit of providing college students with comprehensive support in addition to a scholarship?

An experimental evaluation of the Thompson Scholars Learning Communities (TSLC) program in the University of Nebraska system finds that participating in a comprehensive college transition program increases students’ sense of belonging (e.g. feeling part of the institution) and feelings of mattering (e.g. feeling they are valued on campus) relative to their peers. We find some evidence to suggest that program may be equity enhancing, given large observed increases in feelings of mattering among traditionally underserved students. We focus on the impact of the program on four key psychosocial outcomes that provide insight into students’ experiences on campus and help capture a broader understanding of student success than purely academic outcomes. Our findings suggest that comprehensive programs can improve students’ psychosocial outcomes.

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