Reading Instruction for Fourth-Grade Struggling Readers and the Relation to Student Outcomes

Autor/inn/en	Kent, Shawn C.; Wanzek, Jeanne; Al Otaiba, Stephanie
Titel	Reading Instruction for Fourth-Grade Struggling Readers and the Relation to Student Outcomes
Quelle	(2017), (39 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1080/10573569.2016.1216342
Schlagwörter	Reading Difficulties; Grade 4; Elementary School Students; Reading Instruction; Intervention; Reading Skills; 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 + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; School year 04; 4. Schuljahr; Schuljahr 04; Leseunterricht; Reading skill; Lesefertigkeit; 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 fourth-grade struggling readers and whether specific elements of instruction predicted growth in reading skills. 110 students identified as having reading difficulty, receiving school-based reading instruction in 22 classrooms located in two states/sites, participated. Reading instruction was observed and coded for instructional dimensions, including reading components, grouping, and quality. Reading comprehension and vocabulary were the most prevalent components of instruction, while limited time was allocated to word-level reading skills. Several significant differences in time allocated to overall instruction and components of instruction during Tier 1 were noted 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. Implications for instruction and future research are discussed. [This paper was published in "Reading and Writing Quarterly" v33 p395-411 2017 (EJ1155981).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01