Read Two Impress and the Neurological Impress Method: Effects on elementary students’ reading fluency, comprehension, and attitude

This seven-week study examined the effects of the Neurological Impress Method and Read Two Impress on reading comprehension, fluency, and students’ attitude toward reading. The 57 first-, second-, and third-grade students were randomly assigned to three conditions and were pre- and posttested on eight reading measures. Several 3 × 2 factorial analyses of variance revealed significant interaction effects on retell, comprehension questions, and the multidimensional fluency scale as well as time effects on words read correctly per minute and word recognition accuracy. Moreover, a comparison of mean difference effect sizes favored the treatment groups on all reading fluency and comprehension measures. The interventions, however, had little effect on students’ attitude toward reading. Practical implications and future research directions are also discussed.
Authors citation
Young, C., Pearce, D., Gomez, J., Christensen, R., Pletcher, B., & Fleming, K.
Publication
The Journal of Educational Research
Year of Study
2018
Subject
Literacy
Program Evaluated
Neurological Impress Method and Read Two Impress
Tutor Type
Paraprofessional
Duration
7 weeks
Sample size
8
Grade Level(s)
1st Grade,
2nd Grade,
3rd Grade
Student-Tutor Ratio
1
Effect Size
0.44
Study Design
Randomized Controlled Trial
Young, C., Pearce, D., Gomez, J., Christensen, R., Pletcher, B., & Fleming, K. (2018). Read Two Impress and the Neurological Impress Method: Effects on elementary students’ reading fluency, comprehension, and attitude. The Journal of Educational Research