<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Cantrell, S. C.</style></author><author><style face="normal" font="default" size="100%">Almasi, J. F.</style></author><author><style face="normal" font="default" size="100%">Carter, J. C.</style></author><author><style face="normal" font="default" size="100%">Rintamaa, M.</style></author><author><style face="normal" font="default" size="100%">Madden, A.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">The impact of a strategy-based reading intervention on the comprehension and strategy use of struggling adolescent readers. </style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Educational Psychology.</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Adolescents</style></keyword><keyword><style  face="normal" font="default" size="100%">Control Groups</style></keyword><keyword><style  face="normal" font="default" size="100%">Evaluation</style></keyword><keyword><style  face="normal" font="default" size="100%">Grade 6</style></keyword><keyword><style  face="normal" font="default" size="100%">Grade 9</style></keyword><keyword><style  face="normal" font="default" size="100%">Interrater Reliability</style></keyword><keyword><style  face="normal" font="default" size="100%">Intervention</style></keyword><keyword><style  face="normal" font="default" size="100%">Interviews</style></keyword><keyword><style  face="normal" font="default" size="100%">Learning Strategies</style></keyword><keyword><style  face="normal" font="default" size="100%">Metacognition</style></keyword><keyword><style  face="normal" font="default" size="100%">Models</style></keyword><keyword><style  face="normal" font="default" size="100%">Pretests Posttests</style></keyword><keyword><style  face="normal" font="default" size="100%">Problem Solving</style></keyword><keyword><style  face="normal" font="default" size="100%">Protocol Analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">reading achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">Reading Comprehension</style></keyword><keyword><style  face="normal" font="default" size="100%">Reading Difficulties</style></keyword><keyword><style  face="normal" font="default" size="100%">Reading Strategies</style></keyword><keyword><style  face="normal" font="default" size="100%">Scores</style></keyword><keyword><style  face="normal" font="default" size="100%">Special Education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">05/2010</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">102</style></volume><abstract><style face="normal" font="default" size="100%">&lt;p&gt;
	This study examines the impact of the Learning Strategies Curriculum (LSC), an adolescent reading intervention program, on 6th- and 9th-grade students&amp;#39; reading comprehension and strategy use. Using a randomized treatment-control group design, the study compared student outcomes for these constructs for 365 students who received daily instruction in 6 LSC strategies and 290 students who did not receive intervention instruction. After 1 school year, 6th-grade students who received intervention instruction significantly outperformed students in the control group on a standardized measure of reading comprehension and reported using problem-solving strategies in reading to a greater extent than students in the control group. There were no significant differences between 9th grade intervention and control groups in reading comprehension or strategy use.&lt;/p&gt;
</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Secondary</style></work-type><section><style face="normal" font="default" size="100%">257</style></section></record></records></xml>