Improving reading comprehension through knowledge retrieval techniques
The Role of Knowledge Retrieval in Inference-making Among Struggling Readers
This study is testing a new way to help struggling readers in grades 4-6 improve their reading comprehension by using techniques that boost their ability to recall information.
Quick facts
| Phase | Not applicable |
|---|---|
| Study type | Interventional |
| Enrollment | 316 (estimated) |
| Ages | 8 Years to 14 Years |
| Sex | All |
| Sponsor | William Jewell College Academic / other |
| Locations | 1 site (Excelsior Springs, Missouri) |
| Trial ID | NCT05692973 on ClinicalTrials.gov |
What this trial studies
This project investigates how knowledge retrieval impacts inferencing in struggling readers, specifically targeting students in grades 4-6. It aims to evaluate the effectiveness of an intervention designed to enhance knowledge retrieval and inferencing skills among these students. The study will involve 316 participants from diverse backgrounds and will utilize linear mixed effect models to analyze the data, considering the influence of reader characteristics on inferencing. The ultimate goal is to refine educational strategies for improving reading comprehension in middle grade students facing challenges.
Who should consider this trial
Good fit: Ideal candidates for this study are students in grades 4-6 who perform below a standard score of 93 on the Test of Silent Reading Efficiency.
Not a fit: Patients with significant cognitive impairments or behavioral disabilities may not benefit from this study.
Why it matters
Potential benefit: If successful, this intervention could significantly enhance reading comprehension skills in struggling readers.
How similar studies have performed: While the approach of linking knowledge retrieval to inferencing is relatively novel, similar studies have shown promise in improving reading comprehension through targeted interventions.
Eligibility criteria
Show full inclusion / exclusion criteria
Inclusion Criteria: * performance below a a standard score of 93 on the Test of Silent Reading Efficiency Exclusion Criteria: * clinical diagnosis of a significant cognitive impairment * clinical diagnosis of a significant behavioral disability
Where this trial is running
Excelsior Springs, Missouri
- Excelsior Springs School District — Excelsior Springs, Missouri, United States (Recruiting)
Study contacts
- Principal investigator: Amy E Barth, Ph.D — William Jewell College
- Study coordinator: Andrea Meloan, BS
- Email: meloana@william.jewell.edu
- Phone: 816-415-7831
How to participate
- Review the eligibility criteria above with your treating physician.
- Visit the official trial page on ClinicalTrials.gov for the most current contact information and recruitment status.
- Contact the listed study coordinator or principal investigator to request pre-screening. Pre-screening is free and never obligates you to enroll.