An Analysis of Two Reading Intervention Programs: How Do the Words, Texts, and Programs Compare?

Autor/inn/en	Murray, Maria S.; Munger, Kristen A.; Hiebert, Elfrieda H.
Titel	An Analysis of Two Reading Intervention Programs: How Do the Words, Texts, and Programs Compare?
Quelle	In: Elementary School Journal, 114 (2014) 4, S.479-500 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	/10.1086/675635
Schlagwörter	Reading Programs; Intervention; Reading Instruction; Comparative Analysis; Grade 1; At Risk Students; Elementary School Students; Beginning Reading; Teaching Guides; Textbooks; Sight Method; Phonics; Readability; Reading Research + Suchen Sie Ihr Suchwort? Leseunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Erstleseunterricht; Lehrerhandbuch; Textbook; Text book; Schulbuch; Lehrbuch; Look-and-say method; Ganzheitsmethode; Lesbarkeit; Leseforschung
Abstract	In this study, the student texts and teacher guides of two reading intervention programs for at-risk, first-grade students were analyzed and compared: Fountas and Pinnell's "Leveled Literacy Intervention" (LLI) and Scott Foresman's "My Sidewalks" (MS). The analyses drew on the framework of available theory and research on beginning texts developed by Mesmer, Cunningham, and Hiebert in 2012. This framework includes attention to word-level, text-level, and program-level features. The student texts of the two programs had similar average percentages of single-appearing words and words that can elicit a mental picture (concrete words); however, LLI texts featured more repetition of words, a slightly higher percentage of highly frequent words, and a considerably higher percentage of multisyllable words. MS texts contained a higher percentage of phonetically regular words and a higher lesson-to-text match between phonics elements in teacher guides and the words in student texts. Instructional implications and future research directions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10