How Does Independent Practice of Multiple-Criteria Text Influence the Reading Performance and Development of Second Graders?

Autor/inn/en	Cheatham, Jennifer P.; Allor, Jill H.; Roberts, J. Kyle
Titel	How Does Independent Practice of Multiple-Criteria Text Influence the Reading Performance and Development of Second Graders?
Quelle	In: Learning Disability Quarterly, 37 (2014) 1, S.3-14 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948713494016
Schlagwörter	Grade 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 + Suchen Sie Ihr Suchwort? School year 02; 2. Schuljahr; Schuljahr 02; Reading skill; Lesefertigkeit; Reading strategy; Leselernstufe; Lesetechnik; 'Children''s literature'; Kinderliteratur; Freies Lesen; Dekodierung; Worterkennung; Teaching method; Lehrmethode; Unterrichtsmethode; Schwierigkeitsgrad; Leseunterricht; Reading difficulty; Leseschwierigkeit
Abstract	This 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10