共查询到20条相似文献，搜索用时 31 毫秒
1.
Laura M. Steacy John R. Kirby Rauno Parrila Donald L. Compton 《Scientific Studies of Reading》2014,18(4):255-273
The Double Deficit Hypothesis of dyslexia is one approach to classifying students with reading disabilities. The theory offers four distinct groups of readers: (a) average readers, (b) students with phonological deficits, (c) students with naming speed deficits, and (d) students with double deficits: those having both (b) and (c). This study examines the stability of these groups from kindergarten to second grade. An initial sample of 214 students were tested at four time points on measures of rapid automatized naming, phonological awareness, and reading. Latent transition analyses were used to examine the stability of these groups over time. These analyses indicated moderate stability from kindergarten to second grade with the probability of movement between groups being higher in kindergarten and early first grade. The groups differed in reading achievement at each testing time, with the double deficit group obtaining the lowest scores. Implications for early assessment and intervention are discussed. 相似文献
2.
Rachel E. Schachter Tara M. Strang Shayne B. Piasta 《Early Years: An International Journal of Research and Development》2019,39(1):80-96
This study used an embedded mixed method design to examine teachers’ experiences with a state-mandated kindergarten readiness assessment during its inaugural year. Participants were 143 kindergarten teachers from one county in a Midwestern state. In general, teachers did not perceive the Kindergarten Readiness Assessment as useful for one of its intended purposes of guiding instruction. Our findings did not indicate an adversity to assessment in general. Rather, perceptions that the new KRA was less useful for practice seemed to stem from administration issues, problems with the content assessed by the KRA, and participants’ misunderstandings regarding the purpose of the KRA. Furthermore, participants reported that the KRA took away valuable time needed to help students adjust to their first time in formal schooling and needed to create a classroom community. Implications for creating and implementing kindergarten readiness and other assessments as well as preparing teachers to use readiness assessments are discussed. 相似文献
3.
The Bracken School Readiness Assessment (BSRA) was administered to all kindergarten students enrolled in two rural elementary schools in the fall of 2004. Eight months later, the reading portion of the Metropolitan Readiness Tests, 6th Edition (MRT‐6) was administered. Teachers were asked to indicate whether they had concerns about each student's readiness for first grade and whether students had been retained or referred for other assessment(s) or services. The BSRA was found to be a good predictor of children's readiness ratings, as well as their retention or referral for services. It also predicted performance on the MRT‐6. This study partially validated the use of the BSRA as a screening measure to predict kindergarten performance and kindergarten teachers' ratings of first grade readiness. © 2009 Wiley Periodicals, Inc. 相似文献
4.
Michael Gottfried Vi-Nhuan Le Ashlesha Datar 《The Journal of educational research》2016,109(4):424-435
In evaluating the role of kindergarten entry age, previous researchers have not examined the entry-age effects for English language learners (ELL). Additionally, little work has assessed the role of entry age on both achievement and social-emotional outcomes. This study is the first to do both simultaneously. The authors used data from a longitudinal study that followed a national sample of U.S. students from kindergarten through Grade 5. Relying on variation in children's birth dates and in states' kindergarten entrance age cutoffs, the authors estimated how differences in the age at which children enroll in kindergarten are related to their achievement and social-emotional outcomes. Our results show that enrolling in kindergarten as an older entrant is associated with significantly higher achievement and social-behavioral outcomes during the early elementary school years for ELL students, but that these effects largely disappear by the end of elementary school. Policy implications are addressed. 相似文献
5.
Chard DJ Stoolmiller M Harn BA Wanzek J Vaughn S Linan-Thompson S Kame'enui EJ 《Journal of learning disabilities》2008,41(2):174-188
Despite recent research findings that implicate a long list of student variables that predict reading success or failure, these predictor variables have not been considered in the context of contemporary models of multitiered schoolwide reading intervention. This longitudinal, retrospective study follows 668 kindergarten and first-grade students identified as at risk for later reading difficulties through third grade. Key predictor variables were examined to determine their validity for predicting initial status and growth on oral reading fluency, third-grade oral reading fluency, and third-grade performance on a standardized test of reading. Results are provided in light of the instructional model provided. Implications for instruction and assessment are discussed. 相似文献
6.
Shawn C. Kent Jeanne Wanzek Stephanie Al Otaiba 《Learning disabilities research & practice》2012,27(2):56-65
The purpose of this study was to examine the amount of time spent actively engaged in reading sounds, words, and connected text for students at‐risk for reading difficulties in the first formal grade of reading instruction, kindergarten. Observational data of 109 kindergarten students at high‐risk for later reading difficulties were collected during general education reading instruction across the school year. Findings revealed students read orally for just over 1 minute during their reading instruction with approximately equal time spent reading sounds, words, or connected text. Implications of these results for early reading instruction and intervention for students at‐risk for reading difficulties or disabilities are presented. 相似文献
7.
Melissa A. Romain Keith A. Millner Victoria E. Moss Marguerite Held 《Reading and writing》2007,20(6):619-641
The purpose of this article was twofold. First, the assessment materials from four core reading programs were informally reviewed
for their adherence to Texas Reading First progress monitoring guidelines for kindergarten and the beginning of Grade 1. Conclusions
support existing concerns regarding the variability in the quality and quantity of assessment materials within and across
programs as well as concerns about whether the materials lend themselves to progress monitoring purposes at 2-week intervals
for students who are struggling readers. Second, recommendations are made for the development of progress monitoring tools
that are concise, easy for teachers to use, and that provide clear guidelines regarding the use of progress monitoring data
to drive instruction. Accordingly the recent development of a progress monitoring tool that parallels the Texas Primary Reading
Inventory (TPRI), which is an assessment tool used in approximately 95% of Texas Reading First schools was discussed. 相似文献
8.
Jen Elise Prescott Kristine Bundschuh Paul Macaruso 《The Journal of educational research》2018,111(4):497-506
The authors examined the implementation of a blended learning program for literacy instruction across kindergarten through Grade 5 in a Title I urban elementary school, including a population of students (18%) who are English learners. Student progress in the online component of the blended learning program was a significant predictor of growth in reading performance on a standardized reading assessment (Group Reading Assessment and Diagnostic Evaluation, Pearson Assessment, Boulder, CO) when controlling for student grade level, initial student skill level, and English learner status; however, students in kindergarten through Grade 2 showed more substantial gains than students in later grades. These results suggest there is a benefit of a blended learning approach to literacy instruction for a diverse cross-section of students, particularly when beginning instruction in the early grades. 相似文献
9.
10.
Franci Crepeau‐Hobson 《Psychology in the schools》2013,50(8):810-822
Suicidal behavior in children and youth continues to be a major public health problem in the United States. School personnel have a legal and ethical obligation to recognize and respond to the mental health needs of their students and to take steps to ensure their safety. In this exploratory study, suicide risk assessment practices of three large school districts were examined. More than 3,400 suicide risk assessments were conducted in these districts during the 3 years considered. The results indicate that all three districts have implemented suicide prevention programs that include risk‐assessment practices in an effort to reduce suicidality. Suicides risk assessments were conducted with at least one child in each grade from kindergarten through 12th in each district, occurring most frequently at the middle school level. Differences by gender were noted in terms of level of risk and hospitalizations, but no significant differences were observed based on race/ethnicity. These risk assessment efforts of these three districts appear to be promising in preventing suicides: none of the students who were assessed went on to commit suicide. Implications for school‐based practices and training are discussed. 相似文献
11.
Within the current accountability framework of public education, kindergarten teachers face the challenge of balancing traditional developmental programing and current academically oriented curriculum. Central to this challenge is teachers’ uses of assessment to measure and communicate student learning in relation to their curricular stance. The purpose of this study was to provide an in-depth examination of three teachers’ approaches to assessment within the current context of kindergarten education in order to elucidate potential approaches to bridging developmental and academic demands. Based on data collected from teacher interviews and classroom observations, three profiles are constructed that link focal teachers’ curricular stances with their approach to assessment. The paper concludes with a discussion on assessment within kindergarten education and areas for future research in the field. 相似文献
12.
农村幼儿教师具有不同于在校学生的学习特点,他们是成人学习者和全职工作者,其学习方式以日常经验学习为主,他们对培训效果的评价更倾向于可操作性和应用价值;与城市幼儿教师的培训需求相比,他们更重视直观经验的获取。基于这些特点,我们需要对当前教师培训的目标、课程设置、培训方式、培训评价等方面进行反思。 相似文献
13.
Child care subsidies are an important part of federal and state efforts to move welfare recipients into employment. One of the criticisms of the current subsidy system, however, is that it overemphasizes work and does little to encourage parents to purchase high-quality child care. Consequently, there are reasons to be concerned about the implications of child care subsidies for child development. In this paper, we provide a systematic assessment of the association between subsidy receipt and a wide range of child outcomes. Drawing on rich data from the Early Childhood Longitudinal Study, we document a negative relationship between child care subsidies and child development. In particular, our results suggest that subsidy receipt in the year before kindergarten is associated with lower reading and math test scores and greater behavior problems at kindergarten entry. Some of these negative effects persist until the end of kindergarten. A potential explanation for the poorer outcomes is that subsidized children are more likely to receive intense exposure to low-quality child care. 相似文献
14.
《Journal of research on educational effectiveness》2013,6(4):607-634
ABSTRACTThis study examined the efficacy of a kindergarten mathematics intervention program, ROOTS, focused on developing whole-number understanding in the areas of counting and cardinality and operations and algebraic thinking for students at risk in mathematics. The study utilized a randomized block design with students within classrooms randomly assigned to treatment or control conditions. Measures of mathematics achievement were collected in the fall (pretest) and spring (posttest) in kindergarten and in the winter of first grade (delayed posttest). Significant differences between conditions favoring treatment students were found on four of six measures at posttest. Treatment students reduced the achievement gap with their not-at-risk peers. No effect was found on follow-up first-grade achievement scores. Implications for Tier 2 mathematics instruction in a Response to Intervention model are discussed. 相似文献
15.
情意素养既是提高认知效率的手段,也是促进人格健康发展的内容。男幼师生情意素养的优化,不仅要光大其自信乐观、坚强忍耐、阳刚活跃等优良情意,还要增强专业兴趣与信念、消解生存环境的“伪娘”焦虑、减弱专业认知不足带来的压力。培养男幼师生应在目标引领中明确其高素质幼儿教师的定位,在生涯规划中强化其职业认同感。在教学改革中突出其性别特质的优势,在具体情境中构建情知共进的场域,形成具有适切性的评价体系。 相似文献
16.
Yola Center Louella Freeman 《International Journal of Disability, Development & Education》1997,44(1):21-39
An evaluation of the Schoolwide Early Language and Literacy program (SWELL) was undertaken in four schools. Two schools participated in the SWELL program in the kindergarten year. The other two schools pursued the regular kindergarten curriculum. Pre‐ and post‐tests were made on a sample of kindergarten students in all four schools (between‐school evaluation). Post‐tests only were performed on a sample of Year 1 students who had not been exposed to SWELL (within‐schools evaluation). End‐of‐year assessments indicated that experimental students outperformed control students on words read in context, but not on words read in isolation (between‐schools evaluation). A similar but non‐significant trend was observed between kindergarten and Year 1 students in the experimental schools, but was not evident for control schools (within‐schools evaluation). Implications for at‐risk and disadvantaged students are discussed. 相似文献
17.
《Early education and development》2013,24(2):105-114
This paper describes the development and effects of a story-reading program (STaR) on the language and comprehension of disadvantaged prekindergarten and kindergarten students. The story-reading program was developed as a part of a school restructuring effort, Success for All. STaR contains materials (sequence cards, flannel board materials), and methods (retelling, dramatization) to facilitate the effective use of stones in classrooms. Individual students from a matched control school were matched with experimental students in the pro- gram assessment. The Merrill Language Screening Test and the TOLD were individually administered to 206 prekindergarten (43 matched pairs) and kindergarten students (60 matched pairs) to measure program effects on language. Positive effects for program ranged from .24 to 3.75. 相似文献
18.
Michael A. Gottfried 《The Journal of educational research》2018,111(5):620-630
Over the past 20 years, the number of teacher's aides in the United States has more than doubled, potentially in response to the growth of special education programs now taking place in general education schools. Surprisingly, little research at all has focused on the role that teacher's aides may play in improving student achievement, and no known study had examined this for students with disabilities. The author addressed this void by examining how teacher's aides link to achievement outcomes for students with disabilities in kindergarten. Using nationally representative data, the findings suggest that students with disabilities in full-day kindergarten have higher reading and mathematics outcomes at the end of kindergarten when the classroom has a teacher's aide. In contrast, there was no observed benefit for students with disabilities in part-day kindergarten. The size and strength of this relationship differs by individual characteristics and teacher and classroom characteristics. Implications are discussed. 相似文献
19.
Keith Zvoch 《Journal of Education for Students Placed at Risk》2013,18(4):311-333
Literacy data collected over the course of 2 academic years were used to estimate the rate at which full- and half-day kindergartners acquired literacy skills during kindergarten, 1st grade, and the intervening summer. Application of piecewise growth models to the time series data obtained on a sample of students from a large Southwestern school district revealed that economically disadvantaged full-day kindergartners gained literacy skills at a relatively faster rate than their more economically advantaged half-day peers during the kindergarten year. The accelerated gain experienced by full-day kindergartners was sufficient to enable a reversal of the initial performance deficit observed upon entry to kindergarten. However, over the summer between kindergarten and 1st grade, a different pattern of development was observed. Full-day alumni experienced a literacy fallback, whereas their half-day peers maintained the literacy gains acquired during kindergarten, leading to a second performance reversal by the beginning of the 1st grade. The gap in performance (half-day advantage) then remained constant as the literacy growth of full- and half-day alumni was equivalent over the 1st-grade school year. Implications for evaluating the efficacy of school-based initiatives like full-day kindergarten and more generally the effectiveness of schools and schooling are discussed. 相似文献
20.
This article investigates how kindergarten teachers made sense of the purpose and processes of the changed kindergarten, and how they would like to alter kindergarten if it did not reflect their understandings of schooling. These findings reveal these teachers’ concerns, provide insight into how they would like to reform kindergarten further to improve their and their students’ experiences and highlights their worries about whether such change is even possible. This work also illuminates ways in which teacher educators can work with practicing teachers and their teacher education students so that they can thrive as professionals in these changed teaching contexts. 相似文献