The Simple View, Instructional Level, and the Plight of Struggling Fifth-/Sixth-Grade Readers

Autor/inn/en	Morris, Darrell; Meyer, Carla; Trathen, Woodrow; McGee, Jennifer; Vines, Nora; Stewart, Trevor; Gill, Tom; Schlagal, Robert
Titel	The Simple View, Instructional Level, and the Plight of Struggling Fifth-/Sixth-Grade Readers
Quelle	In: Reading & Writing Quarterly, 33 (2017) 3, S.278-289 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2016.1203272
Schlagwörter	Reading Difficulties; Grade 5; Grade 6; Reading Tests; Vocabulary; Elementary School Students; Intelligence Tests; Verbal Ability; Reading Comprehension; Accuracy; Reading Instruction; Standardized Tests; Word Recognition; Oral Reading; Reading Ability; North Carolina; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Lesetest; Wortschatz; Intelligence test; Intelligenztest; Mündliche Leistung; Leseverstehen; Leseunterricht; Standadised tests; Standardisierter Test; Worterkennung; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Reading competence; Lesekompetenz
Abstract	This study explored print-processing and vocabulary differences among a group of 5th- and 6th-grade students who had scored below the 50th percentile on a standardized reading test. Guided by the simple view of reading, we applied cut scores (low/high) to the students' performance on print-processing and vocabulary tasks. The design allowed for the placement of students in 1 of 4 reader profiles: (a) high print processing/low vocabulary (25%), (b) high print processing/high vocabulary (14%), (c) low print processing/high vocabulary (14%), or (d) low print processing/low vocabulary (48%). An important finding was that 62% of the students could not read grade-level text with adequate accuracy and rate. In fact, many could not read comfortably a full level below their grade placement. We consider instructional implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01