A Comparison of First Graders' Reading With Little Books or Literature-Based Basal Anthologies

Autor/inn/en	Menon, Shailaja; Hiebert, Elfrieda H.
Titel	A Comparison of First Graders' Reading With Little Books or Literature-Based Basal Anthologies
Quelle	In: Reading Research Quarterly, 40 (2005) 1, S.12-38 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1598/RRQ.40.1.2
Schlagwörter	Grade 1; Linguistics; Intervention; Anthologies; Word Lists; Reading Instruction; Word Recognition; Instructional Effectiveness; Comparative Analysis; Pretests Posttests + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Linguistik; Anthology; Anthologie; Wortliste; Leseunterricht; Worterkennung; Unterrichtserfolg
Abstract	This study examined the effectiveness of a little book curriculum in facilitating the independent word-solving skills of first-grade readers. The curriculum was based on a theoretical model that identified two critical dimensions of text-based support for beginning readers: linguistic content and cognitive load. The 15-week little book intervention was conducted in four first-grade classrooms of an inner-city school in a large urban district. Two classes were assigned to the intervention group, and two were assigned to the comparison group. The intervention group read from little books leveled according to features of linguistic content and cognitive load. The comparison group read from basal literature texts. Word lists and graded passages from the Qualitative Reading Inventory (QRI) served as the pre- and post-test measures. ANCOVA and chi-square analyses showed that children in the intervention group performed at significantly higher levels on the post-tests than their counterparts in the comparison group. These results applied equally to the word lists and the passage reading tasks and with children at all reading levels high, average, and struggling. (Author).
Anmerkungen	International Reading Association, Order Department, P.O. Box 6021, Newark, DE 19714-6021. Tel: 800-336-7323 (Toll Free); Tel: 302-731-1600; Fax: 302-737-0878; e-mail: customerservice@reading.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10