Effects of Providing Teachers with Information about Their Students' Reading Progress

Autor/inn/en	Förster, Natalie; Souvignier, Elmar
Titel	Effects of Providing Teachers with Information about Their Students' Reading Progress
Quelle	In: School Psychology Review, 44 (2015) 1, S.60-75 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.17105/SPR44-1.60-75
Schlagwörter	At Risk Students; Foreign Countries; Reading Instruction; Reading Achievement; Curriculum Based Assessment; Progress Monitoring; Reading Skills; Grade 3; Elementary School Students; Pretests Posttests; Reading Fluency; Reading Comprehension; Achievement Tests; Standardized Tests; General Education; Reading Tests; Learning Processes; Teacher Surveys; Statistical Analysis; Germany + Suchen Sie Ihr Suchwort? Ausland; Leseunterricht; Leseleistung; Reading skill; Lesefertigkeit; School year 03; 3. Schuljahr; Schuljahr 03; Leseverstehen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Allgemein bildendes Schulwesen; Allgemeinbildung; Lesetest; Learning process; Lernprozess; Statistische Analyse; Deutschland
Abstract	Monitoring the learning progress of at-risk students positively affects learning growth. This study transfers the approach of learning progress assessment (LPA) to general education in Germany and investigates the effects of information about reading progress and additional teacher training on student achievement. Classes (n = 43) were assigned to either an LPA group with teacher training (LPA-T), an LPA-only group, or a standardized achievement test group. Teachers in all groups obtained information about students' reading status. Teachers in both LPA groups obtained additional information about students' reading progress, and LPA-T teachers were additionally trained to use the learning progress information for instructional decisions. Students in both LPA groups showed higher reading growth than students in the standardized achievement test group, but the effect size was small. No effects were found for the teacher training. Teachers rated LPA as easy to administer in general education. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://naspjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01