Ameliorating Children’s Reading-Comprehension Difficulties: A Randomized Controlled Trial
Abstract
Children with specific reading-comprehension difficulties can read accurately, but they have poor comprehension. In a randomized controlled trial, we examined the efficacy of three interventions designed to improve such children's reading comprehension: text-comprehension (TC) training, oral-language (OL) training, and TC and OL training combined (COM). Children were assessed preintervention, midintervention, postintervention, and at an 11-month follow-up. All intervention groups made significant improvements in reading comprehension relative to an untreated control group. Although these gains were maintained at follow-up in the TC and COM groups, the OL group made greater gains than the other groups did between the end of the intervention and follow-up. The OL and COM groups also demonstrated significant improvements in expressive vocabulary compared with the control group, and this was a mediator of the improved reading comprehension of the OL and COM groups. We conclude that specific reading-comprehension difficulties reflect (at least partly) underlying oral-language weaknesses that can be effectively ameliorated by suitable teaching.
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The vocabulary lesson plans modeled on Clark et al. (2010) yielded significant improvements in knowledge of the taught vocabulary words in a randomized trial of children ages 8-9 years old with reading difficulties.
“In a randomized trial of children ages 8–9 years old with reading difficulties, these lesson plans yielded significant improvements in knowledge of the taught vocabulary words (Clarke et al., 2010).”
From The effect of stimulant medication on the learning of academic curricula in children with ADHD: A randomized crossover study. (2022) · cites this paper as Clarke et al., 2010
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Petersen, D. B., Staskowski, M., Spencer, T. D., Foster, M. E., & Brough, M. P. (2021) · Language Speech and Hearing Services in Schools · doi:10.1044/2021_lshss-20-00162 · Cited by 42 · see citing works
Reading outcomes of children with delayed early vocabulary: A follow-up from age 2–16
Psyridou, M., Eklund, K., Poikkeus, A., & Torppa, M. (2018) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2018.05.004 · Cited by 43 · see citing works
Effectiveness of vocabulary intervention for older children with (developmental) language disorder
Wright, L., Pring, T., & Ebbels, S. H. (2017) · International Journal of Language & Communication Disorders · doi:10.1111/1460-6984.12361 · Cited by 41 · see citing works
Patael, S. Z., Farris, E. A., Black, J. M., Hancock, R., Gabrieli, J. D. E., Cutting, L. E., & Hoeft, F. (2018) · PLoS ONE · doi:10.1371/journal.pone.0198791 · Cited by 40 · see citing works
Children's reading impairments: From theory to practice
Snowling, M. J., & Hulme, C. (2012) · Japanese Psychological Research · doi:10.1111/j.1468-5884.2012.00541.x · Cited by 39 · see citing works
Self-citationJustice, L. M., Schmitt, M. B., Murphy, K. A., Pratt, A., & Biancone, T. (2013) · International Journal of Language & Communication Disorders · doi:10.1111/1460-6984.12072 · Cited by 38 · see citing works
Vadasy, P. F., Sanders, E., & Nelson, J. R. (2015) · Journal of Research on Educational Effectiveness · doi:10.1080/19345747.2015.1033120 · Cited by 42 · see citing works
Bowyer‐Crane, C., Fricke, S., Schaefer, B., Lervåg, A., & Hulme, C. (2016) · Reading and Writing · doi:10.1007/s11145-016-9699-8 · Cited by 37 · see citing works
Self-citation
- Authors
- Clarke, P. J., Snowling, M. J., Truelove, E., & Hulme, C.
- Affiliations
- University of York (GB)
- Corresponding author
- Hulme, Charles
- Venue
- Psychological Science
- Publisher
- SAGE Publications
- Published
- 2010-06-28
- Volume
- 21
- Issue
- 8
- Pages
- 1106-1116
- ISSN
- 0956-7976 (ISSN-L)
- 1467-9280
- OpenAlex
- W2147687450
- Cited by
- 390
- References
- 26
- Citations by year
- 2026: 7 · 2025: 11 · 2024: 16 · 2023: 17 · 2022: 21 · 2021: 28 · 2020: 52 · 2019: 36 · 2018: 23 · 2017: 27 · 2016: 27 · 2015: 35 · 2014: 28 · 2013: 17 · 2012: 25
- FWCI
- 38.07
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Psychological Science (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Economic and Social Research Council (ES/D005310/1)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Keywords
- reading comprehension difficulties, expressive vocabulary, intervention efficacy, reading comprehension, children
- MeSH terms
- Child, Dyslexia, Education, Educational Status, Humans, Language Tests, Reading, Schools, Vocabulary, Comprehension
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