Literaturnachweis - Detailanzeige
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 |
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 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). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |