The effects of remedial reading intervention on the self-perceptions of struggling adolescent and young adult readers from the Ontario Child Welfare system: A mixed-methods exploration
Bibliographic record
Abstract
The purpose of this mixed-method study was to examine and better understand the impact of participating in a 7-week intensive, phonologically-based remedial reading program on the self-perceptions of maltreated adolescent and young adult struggling readers from the Ontario Child-Welfare system. Eleven maltreated youth with reading difficulties aged 15 to 23 years were extensively interviewed both prior to and following intervention about their reading and skill-related self-perceptions. Their responses were analyzed thematically using grounded theory methodology. Independent and paired-samples t tests were also conducted to measure the impact of intervention on the self-perceptions and reading achievement of these youth and to evaluate whether these variables significantly differed from a group of maltreated youth without reading difficulties (n = 11). Results converged to provide empirical support for the benefits of reading intervention on the self-perceptions and reading achievement of maltreated struggling readers. Implications, limitations and directions for future research are discussed.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".