What's Possible for First-Grade At-Risk Literacy Learners Receiving Early Intervention Services

Autor/inn/en	Bufalino, Janet; Wang, Chuang; Gomez-Bellenge, Francisco X.; Zalud, Garreth
Titel	What's Possible for First-Grade At-Risk Literacy Learners Receiving Early Intervention Services
Quelle	In: Literacy Teaching and Learning, 15 (2010) 1-2, S.1-15 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Early Intervention; Remedial Reading; Reading Failure; Emergent Literacy; Grade 1; At Risk Students; Reading Instruction; Predictor Variables; Measures (Individuals); Outcomes of Education; Scores + Suchen Sie Ihr Suchwort? Leseförderung; Reading disability; Reading weakness; Leseschwäche; Frühleseunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Leseunterricht; Prädiktor; Messdaten; Lernleistung; Schulerfolg
Abstract	This paper summarizes a study that was conducted on data from children who received a one-on-one intervention called Reading Recovery[R] during the first half of their first-grade year in school. The purpose was to investigate the relationship between accelerated progress children made during and after receiving a Reading Recovery intervention, and to determine if a prediction could be made of children's progress following a series of Reading Recovery lessons. The measure used to assess progress in literacy development was Text Reading Level (TRL), a subtask of "An Observation Survey of Early Literacy Achievement" (Clay, 2006). The findings show a moderate relationship between students' progress following a series of Reading Recovery lessons to the end of first grade, suggesting the sustained effect of the intervention. Additionally, intervention length was noted to be a significant predictor of year-end TRL. Students who had progressed through their series of lessons at a quick rate and had the same TRL at mid-year were shown to have higher TRL scores at year-end. Plotting odds of success (defined as reaching a year-end TRL greater than 18 or 20) for length of intervention and mid-year TRL revealed that students who accelerated through the intervention quickly did not need to reach as high a TRL by the end of the intervention compared to students who did not progress as fast. Although mid-year TRL was known to be important in predicting success after an intervention, no empirical determination of which level was predictive existed prior to this study. (Contains 4 tables and 1 figure.) (As Provided).
Anmerkungen	Reading Recovery Council of North America. 500 West Wilson Bridge Road Suite 250, Worthington, OH 43085. Tel: 614-310-7323; Fax: 614-310-7345; Web site: http://www.readingrecovery.org/rrcna/journals/ltl/index.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10