Read two impress and the neurological impress method: Effects on elementary students' reading fluency, comprehension, and attitude
Chase Young, Daniel Pearce, Jeannette Gomez, Rosalynn Christensen, Bethanie Pletcher, and Kathleen Fleming
Journal: The Journal of Educational Research
DOI: 10.1080/00220671.2017.1393650
In the final version of this article, the word “BLINDED” should have been replaced with “Bader Reading and Language Inventory.” The first paragraph in the Instruments section should appear as follows:
The Bader Reading and Language Inventory (Bader & Pearce, 2012) was used to assess retell, comprehension questions, accuracy, and rate. Grade-level passages were selected based on the students' grade level regardless of the students' reading ability. The graded passages in the Bader Reading and Language Inventory were developed through a process that considered feedback on passages in the previous editions, changing student interest and backgrounds, and the need to balance fiction and nonfiction texts. However, only fiction passages were used in this study. Each of the graded passages was analyzed for content, appropriateness, readability level, and passage equivalence. Content was tested by submitting passages for a vetting by experienced teachers at different grade levels. These teachers rated each passage for content, age appropriateness, and interest. Based on this feedback, the passages were revised. The revised graded passages were then administered to elementary and secondary students (6–10 years old and 11–17 years old). Based on feedback from this administration, passages were revised and edited. Finally, 121 elementary children were tested with the graded word lists and appropriate graded passages. Strong agreement was determined between graded word list and instructional reading levels (90+% of instructional scores were within one year of each other). Sixty-five children 6–12 years old were retested with the alternate elementary form. Fifty-four children (83%) achieved the same instructional reading level with the alternative form and 60 (92%) of the children's instructional reading level scores were within one grade level on the alternate form.
The first sentence of the second paragraph in the Assessment procedures section should read as follows:
Next, the researchers introduced the grade-level passage from the Bader Reading and Language Inventory (Bader & Pearce, 2012).
In addition, the fourth sentence in the abstract was not complete. The word “measures” should have been added to the end of the sentence so that it reads as follows:
Moreover, a comparison of mean difference effect sizes favored the treatment groups on all reading fluency and comprehension measures.
The publisher apologizes for any inconvenience caused. The iFirst preview version of the article online has been corrected.