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1.
Abstract

This study examined the causal relationships between three measures of reading achievement: phonics, reading comprehension, and vocabulary. Measures were obtained from 504 second-grade students at the beginning and end of the school year. A causal relationship was indicated if change in one of the three variables measured at the beginning of the year tended to precede change in the other variables measured at the end of the year. A cross-lagged panel analysis was used to test for such a pattern between the three variables. The findings indicate that phonics knowledge has a causal impact on both reading comprehension and vocabulary gains; reading comprehension has a causal effect on vocabulary gains. Further analysis of the data, using a path analysis model, verified these causal relationships. A second set of data obtained from 1,585 second-grade students at the beginning and end of another school year were used to examine these causal relationships once more. Path analysis findings again verified the relationships found in the first set of data. We concluded that phonics instruction designed to help students recognize the consistent graphophonic patterns in the English language should be emphasized in early elementary-grade reading instruction. We also determined that children’s early reading experiences should be “comprehension focused”; that is, children should be encouraged to make sense out of what they read. Additional research is suggested on the causal relationship between these variables using other assessment instruments, on the causal relationship between other reading variables, and on the relationship of these variables at higher grade levels.  相似文献   

2.
Abstract

The purpose of this study was to examine the extent to which teacher ratings of behavioral attention predicted responsiveness to word reading instruction in first-grade and third-grade reading comprehension performance. Participants were 110 first-grade students identified as at risk for reading difficulties who received 20 weeks of intensive reading intervention in combination with classroom reading instruction. Path analysis indicated that teacher ratings of student attention significantly predicted students’ word reading growth in first grade even when they were competed against other relevant predictors (phonological awareness, nonword reading, sight word efficiency, vocabulary, listening comprehension, hyperactivity, nonverbal reasoning, and short-term memory). Also, student attention demonstrated a significant indirect effect on third-grade reading comprehension via word reading but not via listening comprehension. Results suggest that student attention (indexed by teacher ratings) is an important predictor of at-risk readers’ responsiveness to reading instruction in first grade and that first-grade reading growth mediates the relationship between students’ attention and their future level of reading comprehension. The importance of considering ways to manage and improve behavioral attention when implementing reading instruction is discussed.  相似文献   

3.
ABSTRACT

The authors investigated the effects of a 5-week note-taking skills instructional program on note-taking and reading comprehension performance of elementary students. The participants included 349 fourth-grade students from 2 elementary schools in Taiwan. The Note-Taking Instruction group received approximately 40 min of note-taking skills instruction per week for 5 weeks in contrast to the free note-taking group and the free-recall writing group who did not receive any instruction. A note-taking evaluation task and a comprehension test were used to evaluate the effectiveness of the instruction on students’ performance in note taking and reading comprehension, respectively. The study yielded 2 findings: first, teaching students a note-taking strategy significantly improved their performance in note taking and reading comprehension, and second, poor readers showed the greatest gains in note-taking skills with instruction.  相似文献   

4.
ABSTRACT

Researchers have found that summer reading loss contributes to the reading achievement gap between low and high socioeconomic (SES) children. This study aimed to examine the effectiveness of a 3-week summer intervention in addressing this slide for 36 low SES children compared with another 36 children in a matched control group from one New Zealand school. The program involved one-to-one tutoring with explicit phonics instruction, high-frequency word-reading practice and application of these skills in reading age-appropriate texts. Results showed that although the mean reading comprehension slide was 5.8 months for both groups, the summer school group had higher word reading scores than the control group. The summer school participants showed improvements in phonological recoding ability, word reading, spelling and passage reading accuracy. These were not sufficient to stop the reading comprehension slide, but the program did make inroads. With further emphasis on comprehension strategies, the achievement gap may narrow.  相似文献   

5.
Abstract

Although readers theater has traditionally been recommended as a method for improving reading fluency, this 18-week quasi-experimental study examined the effects of a readers theater instructional protocol that updates and expands on traditional approaches by adding specific tasks that engage students in various reading comprehension and vocabulary activities. Because the students were not randomly assigned to either condition, propensity score matching was used to minimize potential bias between the groups. After the matching procedure, the overall total of second-grade students decreased from 145?to 76. A repeated-measures analysis of variance was conducted for all three measures. The results revealed statistically significant time effects on all three measures of the Gates-MacGinitie Reading Test, including decoding, word knowledge, and reading comprehension. Only the reading comprehension measure was qualified by an interaction effect, and the results favored the readers theater treatment group. Implications for instruction and future research are discussed.  相似文献   

6.
Abstract

Considerable research evidence supports the provision of explicit instruction for students at risk for reading difficulties; however, one of the most widely implemented approaches to early reading instruction is Guided Reading (GR; Fountas & Pinnel, 1996), which deemphasizes explicit instruction and practice of reading skills in favor of extended time reading text. This study evaluated the two approaches in the context of supplemental intervention for at-risk readers at the end of Grade 1. Students (n = 218) were randomly assigned to receive GR intervention, explicit intervention (EX), or typical school instruction (TSI). Both intervention groups performed significantly better than TSI on untimed word identification. Significant effects favored EX over TSI on phonemic decoding and one measure of comprehension. Outcomes for the intervention groups did not differ significantly from each other; however, an analysis of the added value of providing each intervention relative to expected growth with typical instruction indicated that EX is more likely to substantially accelerate student progress in phonemic decoding, text reading fluency, and reading comprehension than GR. Implications for selection of Tier 2 interventions within a response-to-intervention format are discussed.  相似文献   

7.
The causal relationship between the phonological, word recognition, reading rate, and comprehension components of the reading process were explored using structural equation modeling procedures to verify the relationships among these processes as suggested by previous research. The sample consisted of 101 learning disabled children, ranging in age from 6 to 11 years and varying in reading ability. The results indicated that some proficiency in the phonological skills is important for the development of word recognition ability which in turn is a significant contributor to the comprehension of connected discourse.  相似文献   

8.
Abstract:

The purpose of this study was to evaluate the efficacy of Promoting Acceleration of Comprehension and Content Through Text intervention implemented with 11th-grade students enrolled in U.S. History classes. Using a within-teacher randomized design, the study was conducted in 41 classes (23 treatment classes) with 14 teachers providing the treatment. Students in the treatment condition performed significantly better than students in the typical instruction comparison condition on a measure of content acquisition at posttest (ES = 0.36), as well as 4 (ES =.22) and 12 (ES =.24) weeks following treatment. There were no differences between treatment and comparison groups on measures of social studies reading comprehension or more general reading comprehension.  相似文献   

9.
Abstract

The amount and direction of school change in reading achievement on a statewide, high-stakes performance assessment were identified. School change in reading achievement with instructional practices reported by teachers in primary and intermediate grades in 33 schools was predicted. Meta-analyses of the effects of instructional practices in reading on achievement in 6 areas—including reading, writing, language use, mathematics, science, and social studies—were conducted. In Grade 5, achievement in reading, science, mathematics, and writing increased significantly. Practices of integrated instruction and use of abundant texts and resources were associated positively with change in achievement. Basal emphasis and comprehension instruction were associated negatively with achievement change. In Grade 3, few effects were observed. Findings are interpreted in light of existing models of integrated instruction and the roles of teacher knowledge in achievement and learning.  相似文献   

10.
Abstract

A meta-analysis of vocabulary interventions in grades pre-K to 12 was conducted with 37 studies to better understand the impact of vocabulary on comprehension. Vocabulary instruction was found to be effective at increasing students' ability to comprehend text with custom measures (d = 0.50), but was less effective for standardized measures (d = 0.10). When considering only custom measures, and controlling for method variables, students with reading difficulties (d = 1.23) benefited more than three times as much as students without reading problems (d = 0.39) on comprehension measures. Gains on vocabulary measures, however, were comparable across reading ability. In addition, the correlation of vocabulary and comprehension effects from studies reporting both outcomes was modest (r = .43).  相似文献   

11.
Recent research has indicated that the frequently noted relationship between spatial skills and reading comprehension may be the result of a functional dependency, rather than an instance of “third variable causation.” The current study was an attempt to test this hypothesis experimentally within the context of a remedial reading program for rural, low-SES adolescents. Comparisons of Gates-McGinitie reading test scores of an experimental group drilled on map-graph interpretation tasks, in addition to reading, and control group receiving only reading instruction significantly favored the experimental group. The results thus suggested that spatial skills operate causally on subsequent verbal acquisitions, and may be central to the amelioration of reading deficits among low-SES children.  相似文献   

12.
Abstract

This study investigated the relative importance of use of intraword characteristics and interword relationships for beginning reading achievement. The model for statistical analysis was multivariate multiple regression. Vocabulary and comprehension achievement were dependent variables; IQ was a control variable; using oral reading error analysis, reliance on intraword characteristics was represented by a Graphic Similarity Index and a Sound Similarity Index, and reliance on interword relationships was represented by a Grammatical Relationships Index. The results support the contention that dependence on within-word characteristics is more important for beginning reading success than is reliance on between-word analysis. The findings are related to two contrasting theories of reading instruction.  相似文献   

13.
Abstract

This study examined the reading achievement patterns of impulsives and reflectives under varying phonics approaches in beginning reading instruction. The study used 170 second grade students who were classified as having an impulsive or reflective cognitive style and as receiving phonics instruction via an analytic or synthetic approach. Achievement in vocabulary and comprehension was measured by the Gates-MacGinitie Reading Test. As such, the investigation was a post-hoc aptitude-treatment interaction study employing a step- down analysis model. Results supported the existing body of research which indicates that reflectives tend to be better readers than impulsives. However, multivariate analyses indicated reflectives in the synthetic approach performed significantly better than impulsives only in vocabulary. Under an analytic approach, the reverse was true; reflectives were significantly better only on the variable of comprehension. While the limitations of the study should be considered, it was suggested that the word recognition and vocabulary skills of reflective readers could be enhanced by beginning reading programs emphasizing a more intensive phonics approach.  相似文献   

14.
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15.
Promising methods of reading instruction for elementary school students incorporate peer-assisted learning routines and reading strategies. In addition, models of reading comprehension point to the importance of various determinants of reading competence such as reading fluency and vocabulary knowledge. Multicomponent reading intervention programs need to be evaluated to determine IF and HOW they unfold their effects on the reading competence of elementary school students on the basis of such theoretical and empirical models. Accordingly, the present study was designed as a quasi-experimental study of a 20-lesson peer-assisted and strategy-based multicomponent intervention for whole-class instruction in elementary school. Linear mixed models and latent growth models were used to analyze the longitudinal data (pre-, post- and follow-up test) on the reading competencies (reading fluency, vocabulary knowledge, reading strategy competence, reading comprehension) and intrinsic reading motivation of students in the intervention (N = 187) and control group (N = 177). The results showed an interaction between the groups and the change in reading comprehension, indicating a significantly increased score in the intervention group at the posttest (d = 0.15) but not at the follow-up test (d = 0.12). The results of the latent growth model point to the importance of designing interventions that explicitly integrate reading strategies, reading fluency and vocabulary knowledge and also foster intrinsic reading motivation. In addition, reading fluency was revealed to be the strongest predictor of reading comprehension and the change in fluency over time was closely linked to reading comprehension development.  相似文献   

16.
Abstract

In this experimental study we examined the effects of integrating teacher-directed knowledge-building and student-regulated comprehension practices in 7th- to 10th-grade English language arts classes. We also investigated the effect of instructional quality and whether integrating practices differentially benefitted students with lower entry-level reading comprehension. The study was conducted in 6 schools, involving 17 teachers and 921 students. Teachers’ English language arts classes were randomly assigned to intervention (n = 36) or typical practice comparison (n = 29) conditions, and all teachers taught in both conditions. Students in both conditions grew significantly from pretest to posttest on proximal measures of narrative (ES =.09) and expository comprehension (ES =.22), as well as a standardized distal comprehension measure (ES =.46); however, no statistically significant between-group differences were found. Although intervention fidelity did not significantly influence outcomes, observational data indicated that teachers increasingly incorporated comprehension practices in their typical instruction. Effect sizes indicated a differential influence of entry-level reading comprehension on proximal and distal comprehension with higher performing readers in the intervention condition benefiting more than their lower performing peers on expository comprehension.  相似文献   

17.
Abstract

This meta-analysis systematically reviewed the most up-to-date literature to determine the effectiveness of reading interventions on measures of word and pseudoword reading, reading comprehension, and passage fluency, and to determine the role intervention and study variables play in moderating the impacts for students at risk for reading difficulties in Grades 1–3. We used random-effects meta-regression models with robust variance estimates to summarize overall effects and to explore potential moderator effects. Results from a total of 33 rigorous experimental and quasi-experimental studies conducted between 2002 and 2017 that met WWC evidence standards revealed a significant positive effect for reading interventions on reading outcomes, with a mean effect size of 0.39 (SE = .04, p < .001, 95% CI [0.32, 0.46]). Moderator analyses demonstrated that mean effects varied across outcome domains and areas of instruction.  相似文献   

18.
Abstract

In this experimental study, we examined the effects of a technology-mediated intervention to improve students’ understanding of academic vocabulary and its impact on measures of vocabulary and comprehension. The Vocabulators program was implemented in two states involving 24 teachers and 200 third-grade students identified as in need of supplemental vocabulary instruction. Individual students within each classroom were randomly assigned to treatment (n?=?100) or typical instructional practices (n?=?100) conditions. In the treatment condition, students received, on average, 29 lessons on vocabulary and comprehension. Results of linear regression analyses showed statistically significant and practical effects on experimenter-developed proximal measures of decoding (ES = 0.52), expressive vocabulary (ES = 0.78), receptive vocabulary (ES = 0.51), and near transfer measures of understanding vocabulary in sentences (ES = 0.65), and informational text comprehension (ES = 0.28). Group performance did not differ statistically on near transfer measures of sentence verification with vocabulary and narrative text comprehension as well as distal standardized measures of general vocabulary or reading comprehension. Findings suggest the potential impact of technology-based vocabulary/comprehension lessons to supplement typical instruction.  相似文献   

19.
Instruction in narrative text structure on first graders' listening and reading comprehension was examined with a view to documenting strategy instruction and transfer of learning in beginning readers. Of interest was whether or not first-grade students (n=35) would, following instruction within the context of listening to stories, gain in listening comprehension and transfer this knowledge to support reading comprehension. A comparison group (n=31) received basal activities including listening to and reading stories. Results support teaching text structure concepts to beginning readers. At post-test, the intervention group demonstrated significantly higher listening comprehension, but not free recall, than the comparison group. Persistent group differences were found for reading comprehension. Intervention group students demonstrated superior comprehension in relation to all story elements and more frequently displayed metalinguistic awareness of text structure by labeling and giving examples of story structure concepts.  相似文献   

20.
Abstract

The National Assessment of Educational Progress (NAEP) requires reading comprehension processes that may be increased by students' amount of engaged reading, parental education, and gender, along with balanced reading instruction and opportunity to read. To examine the effects of those variables on reading achievement and engagement, the authors analyzed the 1994 Grade 4 Maryland NAEP with hierarchical linear modeling to construct both between-school and between-teacher models. Amount of engaged reading significantly predicted reading achievement on the NAEP, after parental education was statistically controlled. Balanced reading instruction significantly predicted reading achievement after accounting for students' engaged reading and parental education. Findings confirmed expectations from the proposed theoretical perspective on reading engagement. Policy implications included an emphasis on some instructional variables in the reading engagement model.  相似文献   

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