McBreen, Miriam;
Savage, Robert;
(2023)
The effectiveness of a cognitive-plus-motivational reading intervention: A multiple-baseline study with four pupils at-risk for reading difficulties.
Educational and Child Psychology
, 40
(1)
pp. 96-115.
10.53841/bpsecp.2023.40.1.96.
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Abstract
Aims We aimed to examine the impact of supplementing cognitive reading intervention with supports for reading motivation on the reading motivation (reading interest and self-efficacy) and reading fluency of four Year four pupils at-risk for reading difficulties. Method/rationale Case studies of four pupils at-risk for reading difficulties were conducted using a multiple-baseline across-participants design. The effects of a combined Cognitive-plus-Motivational intervention (experimental phase) were compared to those of a Cognitive-Only intervention (baseline phase) using probes for reading fluency, interest, and self-efficacy. Scores on each probe were plotted and analysed by combining visual analysis and the Process Control Chart method of analysis. Findings Results suggest that compared to a Cognitive-Only intervention, the Cognitive-plus-Motivational intervention improved the fluency of three participants, and the interest and self-efficacy of two out of four participants. Findings provided insight into individual patterns of response to the intervention, with the greatest impact on fluency observed for students with the lowest initial reading skills. Limitations Caution is needed in generalising findings due to the study’s small sample size, the lack of a control group and the potential presence of experimenter bias. Conclusions The findings presented here provide preliminary support for the benefits of supplementing reading intervention with instruction to foster reading motivation on the outcomes of pupils at-risk for reading difficulties and provide insight into patterns of individual response to motivational intervention.
| Type: | Article |
|---|---|
| Title: | The effectiveness of a cognitive-plus-motivational reading intervention: A multiple-baseline study with four pupils at-risk for reading difficulties |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.53841/bpsecp.2023.40.1.96 |
| Publisher version: | https://explore.bps.org.uk/content/bpsecp/40/1/96 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Reading motivation, Self-efficacy, Interest, Intensive intervention, Motivational intervention |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10168673 |
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