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Autor/inn/en | Kent, Shawn C.; Wanzek, Jeanne; Al Otaiba, Stephanie |
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Titel | Reading Instruction for Fourth-Grade Struggling Readers and the Relation to Student Outcomes |
Quelle | In: Reading & Writing Quarterly, 33 (2017) 5, S.395-411 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1057-3569 |
DOI | 10.1080/10573569.2016.1216342 |
Schlagwörter | Reading Difficulties; Grade 4; Elementary School Students; Reading Instruction; Intervention; Reading Skills; Observation; Coding; Reading Comprehension; Vocabulary Development; Teaching Methods; Time Factors (Learning); Predictor Variables; Reading Achievement; Oral Reading; Achievement Tests; Cognitive Tests; Emergent Literacy; Reading Fluency; Reading Tests; Texas; Florida; Woodcock Johnson Psycho Educational Battery; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Gates MacGinitie Reading Tests Reading difficulty; Leseschwierigkeit; School year 04; 4. Schuljahr; Schuljahr 04; Leseunterricht; Reading skill; Lesefertigkeit; Beobachtung; Codierung; Programmierung; Leseverstehen; Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Prädiktor; Leseleistung; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kognitiver Fähigkeitstest; Frühleseunterricht; Lesetest |
Abstract | The present study examined the amount, type, and quality of Tier 1 and supplemental reading instruction provided to 4th-grade struggling readers and whether specific elements of instruction predicted growth in reading skills. In all, 110 students identified as having reading difficulty who were receiving school-based reading instruction in 22 classrooms located in 2 states/sites participated. We observed and coded reading instruction for instructional dimensions, including reading components, grouping, and quality. Reading comprehension and vocabulary were the most prevalent components of instruction, whereas limited time was allocated to word-level reading skills. We noted several significant differences in time allocated to overall instruction and components of instruction during Tier 1 between sites. Overall, there were few unique Tier 1 instructional predictors of student achievement at the end of the year. Students receiving supplemental reading instruction outperformed those students receiving only Tier 1 on measures of oral reading fluency. We discuss implications for instruction and future research. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2022/4/11 |