Does the treatment integrity of a literacy instruction program foster student reading comprehension? A field experiment
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Does the treatment integrity of a literacy instruction program foster student reading comprehension? A field experiment Sébastien Dellisse 1 & Xavier Dumay 1 & Benoit Galand 1 & Vincent Dupriez 1 & Jean-Louis Dufays 1 & Liesje Coertjens 1 & Séverine De Croix 1 & Jessica Penneman 1 Received: 18 November 2019 / Revised: 10 August 2020 / Accepted: 17 August 2020 # Instituto Universitário de Ciências Psicológicas, Sociais e da Vida 2020
Abstract
This study focuses on conditions that improve reading comprehension at grade 7th. We analyze the impact of the Lirécrire program, and related treatment integrity, on student performance. Lirécrire program should improve students’ reading comprehension, and follow-up sessions should lead to greater instructional change, then improve learning. Nineteen schools were randomly assigned to one of two experimental conditions (with or without follow-up for teachers) or to the “control” group. Reading comprehension was measured pre- and posttest and treatment integrity through intensity and conformity. Students benefiting from the program outperformed students in the “control” group, with an additional effect of intensity. Keywords Program effectiveness . Implementation . Reading comprehension . Teaching practices . Treatment integrity
Introduction Reading comprehension is a complex cognitive activity (Bianco et al. 2014) within which students can encounter many difficulties. These difficulties—and their impact on education and employment—are regularly highlighted by international studies such as PISA (OECD 2010). One way to reduce students’ reading difficulties would be to improve teaching practices (Gersten et al. 2001; Vaughn et al. 2015). Several scholars (e.g., Gersten et al. 2001; Rupley et al. 2009; Spörer et al. 2009) have suggested that the explicit teaching of reading strategies Electronic supplementary material The online version of this article (https://doi.org/10.1007/s10212-02000499-w) contains supplementary material, which is available to authorized users.
* Sébastien Dellisse [email protected]
1
Université Catholique de Louvain (UCL) - Place de l’Université 1, 1348 Louvain-la-Neuve, Belgium
S. Dellisse et al.
offers a promising way to improve students’ reading comprehension. However, this requires teachers to move from the standard content-based approach, centered on a mental representation of what the text says, to a strategy-based approach that directly targets the mental processes involved in reading (Andreassen and Braten 2011). However, there are very few tools available to set up such activities, especially for expository texts (Cartier et al. 2012; Bonnéry 2015). Consequently, teachers often remain uncertain as to how to teach reading comprehension (Andreassen and Braten 2011). Research has demonstrated the complexity of instructional change, especially with respect to pedagogical issues (Janosz et al. 2011; Dupriez 2015). Although many reforms have failed to improve teaching practices (Hopkins and Levin 2000; Haruthaithanasan 2017), compara
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