Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties

Testing a component model of reading comprehension in a randomized controlled trial, we evaluated the efficacy of 4 interventions that were designed to target components of language and metacognition that predict children’s reading comprehension: vocabulary, listening comprehension, comprehension of literate language, academic knowledge, and comprehension monitoring. Third- and 4th-graders with language skills falling below age expectations participated (N = 645). Overall, the component interventions were only somewhat effective in improving the targeted skills, compared to a business-as-usual control (g ranged from ?.14 to .33), and no main effects were significant after correcting for multiple comparisons. Effects did not generalize to other language skills or to students’ reading comprehension. Moreover, there were Child Characteristic × Treatment interaction effects. For example, the intervention designed to build sensorimotor mental representations was more effective for children with weaker vocabulary skills. Implications for component models of reading and interventions for children at risk of reading comprehension difficulties are discussed.     

GUEST EDITORIAL

The purpose of this column is to keep religious educators abreast of relevant research in psychology. It is prepared as a service by the staff of the Union College Character Research Project.

Each section includes names and reference numbers for findings which have been reported in PSYCHOLOGICAL ABSTRACTS during 1959, used by permission. A complete reference list may be obtained from the Character Research Project, Union College, Schenectady, N. Y., by request, the numbers in parenthesis in the following article refer to items in this reference list     

Deliberative Democracy, Diversity and the Challenges of Citizenship Education

For democracies to thrive, citizens have to be taught to be democrats. How do people learn to be democrats in circumstances of diversity and plurality? We address this question via a discussion of three models of deliberative democracy: public reason (as exemplified by Rawls), discursive democracy (as exemplified by Benhabib) and communicative democracy (as exemplified by Young). Each of the three theorists contributes to an account of how to educate citizens by teaching talk. Against a commonly held assumption that the protection of diversity in a pluralist democracy requires a thin conception of citizenship education, we defend a thick conception that simultaneously fosters autonomy and participation without sacrificing tolerance of diversity.     

Raising reading standards — the Reading Partners approach: cross-age peer tutoring in a special school

This article, written by Mary Nugent, an educational psychologist working with the National Educational Psychology Service in Dublin, reviews the work done in a special school, in the Dublin area, to develop a Reading Partners Scheme. The school involved in the project, which will be referred to as St Mark's, is a special school for children with moderate learning difficulties (in Ireland described as mild learning difficulties). The Reading Partner's Scheme involved cross-age peer tutoring in reading, working with students in the 8 to 18 age range. The training, organisation and management of the scheme are outlined here. Evaluation studies indicate multiple benefits of the scheme, accruing to both the learners and the helpers. These benefits include progress in reading, enhanced feelings of self-worth and more positive attitudes to school. Ideas for further development of the scheme are described, as well as future research opportunities.     

White Religious Educators Resisting White Fragility: Lessons From Mystics

Abstract

Decades of work in dismantling racism have not yielded the kind of results for which religious educators have hoped. One primary reason has been what scholars term “white fragility,” a symptom of the structural racism which confers systemic privilege upon White people. Lessons learned from Christian mystics point to powerful ways to confront and resist the siren call of such formation and instead to make resisting racism an integral part of Christian identity for White people.