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AutorenCheatham, Jennifer P.; Allor, Jill H.; Roberts, J. Kyle
TitelHow Does Independent Practice of Multiple-Criteria Text Influence the Reading Performance and Development of Second Graders?
QuelleIn: Learning Disability Quarterly, 37 (2014) 1, S.3-14 (12 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0731-9487
DOI10.1177/0731948713494016
SchlagwörterGrade 2; Elementary School Students; Reading Skills; Drills (Practice); Reading Strategies; Comparative Analysis; Childrens Literature; Scaffolding (Teaching Technique); Independent Reading; Pretests Posttests; Effect Size; Decoding (Reading); Word Recognition; Teaching Methods; Scores; Criteria; Reading Material Selection; Difficulty Level; Reading Instruction; Reading Difficulties; Hierarchical Linear Modeling; Texas; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Woodcock Reading Mastery Test
AbstractThis study examined the impact of independent practice of multiple-criteria text that targeted high-frequency words, decodability, and meaningfulness. Second-grade students, including at-risk students, were randomly assigned within classroom to a treatment group that read multiple-criteria text ("n" = 34), or contrast group that read authentic literature (i.e., children's books without intentionally imbedded scaffolds; "n" = 28) during daily 30-min independent reading sessions for 10 weeks. Pre-post data analysis indicated no statistically significant group differences, though a moderate effect size of 0.67 was found for the word reading of developing decoders in the treatment group. HLM analyses also provided preliminary evidence that practice with multiple-criteria text may be more effective than practice with authentic literature for developing decoders but not advanced decoders. (As Provided).
AnmerkungenSAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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