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1.
Tiers of intervention in kindergarten through third grade   总被引：1，自引：0，他引：1  
This study measured the effects of increasing levels of intervention in reading for a cohort of children in Grades K through 3 to determine whether the severity of reading disability (RD) could be significantly reduced in the catchment schools. Tier 1 consisted of professional development for teachers of reading. The focus of this study is on additional instruction that was provided as early as kindergarten for children whose achievement fell below average. Tier 2 intervention consisted of small-group reading instruction 3 times per week, and Tier 3 of daily instruction delivered individually or in groups of two. A comparison of the reading achievement of third-grade children who were at risk in kindergarten showed moderate to large differences favoring children in the tiered interventions in decoding, word identification, fluency, and reading comprehension.  相似文献   

2.
Children identified in kindergarten as being at risk for reading disability were taught in grades one and two using one of two methods of reading instruction, a structured phonics code-emphasis approach or an approach emphasizing use of context. At the end of first and second grade, children were tested on measures of achievement in word identification, word attack, passage comprehension and spelling. Those in the Code group earned uniformly higher scores on all achievement measures at the end of first and second grades. At the end of first grade, statistically significant differences between groups were found on nonword reading and spelling of phonetically regular words. At the end of second grade, significant differences were found in reading of polysyllabic real words and decoding of monosyllabic and polysyllabic nonsense words. It was concluded that reading instruction does have an important impact on acquisition of early reading skills, and that structured, systematic phonics instruction results in more favorable outcome than does a context emphasis approach.This research was supported by PHS Grant HD21887 to Bowman Gray School of Medicine and by PHS Grant NS19413 to UNC-Greensboro, Subcontract to Bowman Gray School of Medicine. Request for reprints should be addressed to Dr. Idalyn S. Brown, Section of Neuropsychology, Department of Neurology, Bowman Gray School of Medicine, 300 South Hawthorne Road, Winston-Salem, North Carolina, 27103, USA.  相似文献   

3.
This study investigated the associations among reading strategy instruction, student motivational factors (i.e., attitudes toward reading, reading self‐concept, and motivation to read), gender, and reading achievement. The analyses were conducted using the Hong Kong sample (students at Level 1, n = 3,875 and teachers at Level 2, n = 133) from the Progress in International Reading Literacy Study 2011 through multilevel structural equation modeling. The results showed that, first, the relation between the frequency of reading strategy instruction and student reading achievement was mediated by student attitudes toward reading. Second, the frequency of reading strategy instruction was significantly related to student attitudes toward reading and motivation to read and student attitudes toward reading was significantly associated with reading achievement. Finally, girls had more positive attitudes toward reading, more positive reading self‐concept, higher motivation to read, and higher reading achievement than boys. These findings may shed light on how teachers should arrange their reading strategy instruction to interplay with student attitudes toward reading and motivation to read and to help improve reading achievement.  相似文献   

4.
The goal of this project was to create a middle school literacy program that was more responsive to the needs and abilities of early adolescents in urban middle schools. The program components included: (a) cooperative learning classroom processes; (b) a literature anthology for high interest reading material; (c) explicit instruction in reading comprehension; (e) integrated reading, writing, and language arts instruction; and (f) a writing process approach to language arts. The study was conducted in 5 schools in a large urban school district, 2 implementing Student Team Reading and Writing (STRW) and 3 comparison schools. The results indicated that the students in STRW had significantly higher achievement in reading vocabulary, reading comprehension, and language expression. The results suggest that a multifaceted approach to restructuring can effectively improve the achievement of students in urban middle schools.  相似文献   

5.
Vocabulary knowledge at school entry is a robust predictor of later reading achievement. Many children begin formal reading instruction at a significant disadvantage due to low levels of vocabulary. Until recently, relatively few research studies examined the efficacy of vocabulary interventions for children in the early primary grades (e.g., before fourth grade), and even fewer addressed vocabulary intervention for students at increased risk for reading failure. In more recent work, researchers have begun to explore ways in which to diminish the “meaningful differences” in language achievement noted among children as they enter formal schooling. This article provides a review of a particularly effective model of vocabulary intervention based on shared storybook reading and situates this model in a context of tiered intervention, an emerging model of instructional design in the field of special education. In addition, we describe a quasi‐experimental posttest‐only study that examines the feasibility and effectiveness of the model for first‐grade students. Participants were 224 first‐grade students of whom 98 were identified as at risk for reading disability based on low levels of vocabulary. Results of a multivariate analysis of variance revealed significant differences on measures of target vocabulary knowledge at the receptive and context level, suggesting that students at risk for reading failure benefit significantly from a second tier of vocabulary instruction. Implications for classroom practice as well as future research are provided.  相似文献   

6.
The goal of this project was to develop and test the efficacy of a research-based early reading program that provided integrated reading instruction in kindergarten through 2nd grade. The Reading and Integrated Literacy Strategies (RAILS) program provided integrated instruction in word reading, vocabulary development, and comprehension to students in regular and self-contained special education classes in 2 schools serving low-income populations. Teachers provided explicit instruction in the alphabetic principle, phonemic analysis, word reading, vocabulary development, listening comprehension, and reading comprehension. Classes were organized so students received 2 periods of reading instruction daily, a longer morning period of instruction and a shorter afternoon review of instruction. The students in the RAILS program had significantly higher performance on standardized reading and language achievement tests, as well as on individually administered tests of phonemic awareness and reading fluency. The implications for research-based instructional practice that integrates instruction in word reading, vocabulary, and comprehension are discussed.  相似文献   

7.
Using rich longitudinal data from the Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K), we find that children who attended preschool enter public schools with higher levels of academic skills than their peers who experienced other types of child care (effect size of .14). This study considers the circumstances under which the preschool advantage persists, that is, the types of classrooms in which students who did not attend preschool “catch up” to their counterparts who did. Specifically, we focus on two dimensions of the early school environment—class size and the level of academic instruction provided. The findings suggest that most of the preschool-related gap in academic skills at school entry is quickly eliminated for children placed in small classrooms and classrooms providing high levels of reading instruction. Conversely, the initial disparities persist for children experiencing large classes and lower levels of reading instruction. These results point out that the longer-term effects of early childhood experience partly depend on classroom experiences during at least the first years of school.  相似文献   

8.
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   

9.
Oral reading fluency is a critical feature and outcome of early literacy instruction and it has amassed great attention as a powerful predictor of success at all levels of schooling. We examined relationships between second grade oral reading fluency scores and third grade end-of-grade reading achievement scores for students (N = 9562) in a large school district in the United States. Stakeholder interviews were also conducted. In our model, oral reading fluency and reading comprehension scores were moderately correlated; oral reading fluency was the strongest predictor of subsequent achievement, followed by ethnicity; growth on oral reading fluency was not strongly associated with end-of-grade performance; and greater than 90% of students classified as ‘at risk’ on benchmark assessments performed poorly on third grade assessments. Stakeholders believed that oral reading fluency testing was not necessary above selected levels of proficiency. We discuss implications of our findings for future research and practice.  相似文献   

10.
Hong Kong attained the top place in the Progress in International Reading Literacy Study (PIRLS) 2011, an international study of reading achievement, which arouses keen interest in understanding the reasons behind this remarkable achievement. Although factors associated with reading achievement in English have been widely studied, similar studies using Chinese as a different language system are limited. The present study proposes and tests a hypothetical model that attempts to explain the variance of reading achievement of Hong Kong pupils in the PIRLS 2011 study, focusing on parental and student factors. Data of 3,875 fourth graders from 132 primary schools and their parents or caregivers (n = 3,682) are involved in the analysis. Structural equation modeling supports the hypothesized model as tenable explaining 34% of the variance of reading achievement. Parental background acts as the fundamental factor that exerts an indirect effect on reading motivation, reading self‐efficacy, and reading achievement of students via books at home and early reading abilities. Reading motivation and reading self‐efficacy are found to be significant in influencing reading achievement. Implications for educational practices and future research are discussed.  相似文献   

11.
Abstract

Australian results on PISA 2000 (Program for International Student Assessment; OECD, 2002) show polarised reading achievement, with large proportions of strong readers (>40%) but also large proportions of weak readers (>30%). From the results it would seem that current instruction meets many readers’ needs, but not those of this lower third. With reading accuracy not emphasised in Australian reading instruction in recent decades, reading accuracy difficulties may underlie this weak achievement. This paper discusses issues that underlie the optimising of reading instruction in Australia, the importance of applied research at school level in resolving these issues, and the merits of use of rigorous reading accuracy tests in this research. The Test of Word Reading Efficiency (TOWRE) is discussed as a potential test for gathering such evidence and data, and the findings from testing of 1200 students in one Queensland region are discussed.  相似文献   

12.
Cognitive diagnostic assessment (CDA) approach has been increasingly applied to non-diagnostic large-scale assessments to extract fine-grained diagnostic feedback about students’ ability in a given domain and meet accountability demands for student achievement. This study aimed to diagnose the reading abilities of 4324 students from 19 European Union (EU) member countries that participated in the 2016 Progress in International Reading Literacy Study (PIRLS), one of the most comprehensive international studies that investigate students’ reading achievement. The PIRLS data were analyzed by using the Log-linear Cognitive Diagnosis Modeling (LCDM), a type of cognitive diagnostic classification model (DCM). Students’ weaknesses and strengths were identified based on a four-skill reading ability model. The results revealed that the methodology could provide more fine-grained diagnostic information about students’ reading skills than traditional aggregated-test scoring could. Such information could be utilized by teachers, school administrators, decision-makers, and students for maximizing the learning outcomes of reading programs and instruction.  相似文献   

13.
Abstract

The purpose of the study was to investigate the effects of formal reading instruction on kindergartners with respect to reading achievement, attitude toward reading, and attitude toward school.

Altogether 220 children, classified on intelligence and reading readiness variables, were randomly assigned to formal reading and readiness programs for four months. Criterion data respecting to achievement and attitudes were collected by means of the California Reading Test and constructed attitude inventories.

Analyses of data reveal that in terms of reading achievement, the reading program was more effective than the readiness program, but that attitudes toward school and reading were a function of intelligence and reading readiness when attitudes were measured by a teacher-reporting scale. When measured by a pupil self-reporting scale, attitudes were a function of the type of instruction, with children in the readiness program showing more favorable attitudes.  相似文献   

14.
ABSTRACT

Research on reading achievement and reading motivation has rarely addressed the question if and how they affect each other over time. In our study, we investigate the reciprocal effects between reading achievement and both intrinsic and extrinsic reading motivation during elementary school. We measured reading achievement and intrinsic and extrinsic reading motivation in 966 students at 3 points of measurement during 3rd and 4th grade. Consistent with previous research, cross-lagged panel analyses revealed positive reciprocal effects between reading achievement and intrinsic reading motivation. Effects of reading achievement on intrinsic reading motivation were found during Grades 3 and 4, whereas effects of intrinsic motivation were limited to Grade 3. No reciprocal effects between reading achievement and extrinsic reading motivation were found. We discuss the implications of our results for daily teaching practices and effective reading instruction.  相似文献   

15.
This study attempted to examine the long range effects of ITA, four years after its inception as a method of beginning reading instruction. IQ and achievement data were collected for both ITA and conventional (TO) reading groups. With achievement test subscores at the end of grade four as the criterion variable, results of 2-way analysis of variance designs indicated significant differences between the reading groups in four of twelve comparisons. Compared with TO, the ITA group achieved significantly higher mean scores on measures of word meaning, average reading, word study skills, and science. Although there were no interactions of mental ability with reading method in any of the twelve analyses, reading scores increased as IQ level increased regardless of the reading method considered.  相似文献   

16.
This article reports the preliminary achievement outcomes of the first 4 years of direct instruction (DI) reading, implemented in 6 Baltimore elementary schools. On the primary measure of reading comprehension, members of the original kindergarten cohort were, on average, reading at grade level (49th percentile) by the end of 3rd grade. Members of the original 2nd-grade cohort were nearing grade level (40th percentile) by the end of 5th grade. However, students at control schools (where other curricula to improve reading achievement were being implemented) were achieving at the same level, so there were no significant differences between the outcomes for the 2 groups (controlling for demographics and pretest factors). Future research, based on a well-established implementation (rather than the problem-filled early years of implementation experienced by these 6 schools) might uncover significant effects that were not evident at the time this article was written. DI appears to be a viable option for raising student reading achievement, even if this study has not yet yielded evidence that DI performs significantly better than other reading curricula. The call for educators and policymakers to consider the results of research when selecting reform models for high poverty schools (e.g., Slavin &; Fashola, 1998) is heeded, at least occasionally. As Muriel Berkeley described elsewhere in this special issue, the search for a curriculum with a research-proven track record led members of the Baltimore Curriculum Project to select DI, even before it was identified as 1 of only 3 school reform models with strong evidence for improved student achievement by the American Institutes for Research report on schoolwide reform models (Herman et al., 1999). This article extends the circle by analyzing the first outcomes of an experiment that was motivated by previous research results.  相似文献   

17.
Although children with emotional and behavioural disorders (EBD) demonstrate significant difficulties in academic achievement including reading, little attention has been placed on effective reading instructional practices for this population of students. The purpose of this article is to briefly review the knowledge base of early reading instruction and the deep gaps in the research literature on how reading is taught to students with EBD. Finally, we will summarise several completed and ongoing research efforts that inform us of the instructional status quo for students with EBD in reading and efforts to improve academic outcomes for this population.  相似文献   

18.
Most definitions of learning disabilities (LD) include a qualification that adequate general education instruction was received and the child with LD did not benefit. Rarely is this tenet assessed in either practice or research before a diagnosis is made. We review three studies that investigated children's responsiveness to general education reading instruction as an indicator of need for more intensive interventions. Adequacy of instruction was quantified by children's level and rate of progress, compared to classmates, as measured by curriculum‐based measures of oral reading fluency. We found that the response‐to‐instruction model tested was valid in that (1) children who differ from their peers on level and slope of performance (dual discrepancy) have more severe academic and behavioral problems than children who have IQ‐achievement discrepancies or low achievement; (2) children who demonstrate persistent nonresponsiveness over three years differ from other at‐risk children on reading, reading‐related, and behavioral measures; and (3) at‐risk children who participated in specially designed general education interventions had better outcomes than at‐risk children who did not participate. We conducted additional analyses to assess low achievement definitional variations and found that they lack sensitivity and coverage compared to a dual discrepancy definition.  相似文献   

19.
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   

20.
The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in relation to student reading achievement as well as social behaviors. Student academic responding during teacher-facilitated instruction significantly predicted end of year reading achievement. Teacher perceptions of students’ social skills (positive correlation) and problem behaviors (negative correlation) were significantly correlated with academic responding. When academic responding and teacher perceptions of social behaviors were examined together, only teacher perceptions of academic competence and problem behaviors predicted spring outcomes.  相似文献   

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