Literacy Instruction in Multiple-Language First-Grade Classrooms: Linking Student Outcomes to Observed Instructional Practice

Autor/inn/en	Graves, Anne W.; Gersten, Russell; Haager, Diane
Titel	Literacy Instruction in Multiple-Language First-Grade Classrooms: Linking Student Outcomes to Observed Instructional Practice
Quelle	In: Learning Disabilities Research and Practice, 19 (2004) 4, S.262-272 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/j.1540-5826.2004.00111.x
Schlagwörter	Second Language Learning; Grade 1; Teaching Methods; Classroom Observation Techniques; Urban Schools; Literacy; Learning Disabilities; English (Second Language); Oral Reading; Reading Fluency; Benchmarking + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; School year 01; 1. Schuljahr; Schuljahr 01; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Alphabetisierung; Schreib- und Lesefähigkeit; Learning handicap; Lernbehinderung; English as second language; English; Second Language; Englisch als Zweitsprache; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen
Abstract	This study examined literacy instruction in 14 first-grade classrooms of English learners (ELS) in three schools in a large urban school district in southern California over a two-year period. Pre- and posttest measures of oral-reading fluency for 186 first graders, representing 11 native languages, were the outcome data. Reading-fluency data were examined in reference to ratings of literacy practices using the English Learners Classroom Observation Instrument (ELCOI). Results indicated a moderately strong correlation (r=0.65) between ELCOI rating and gain in oral-reading fluency at the end of first grade. We report patterns of ELs who read below the oral-reading fluency benchmark thresholds and patterns of students who were ultimately labeled with learning disabilities. Instructional practices of teachers rated high and low are discussed. Educational implications and recommendations for future research are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10