The Combined Effects of Grade Retention and Targeted Small-Group Intervention on Students' Literacy Outcomes

Autor/inn/en	Abbott, Mary; Wills, Howard; Greenwood, Charles R.; Kamps, Debra; Heitzman-Powell, Linda; Selig, James
Titel	The Combined Effects of Grade Retention and Targeted Small-Group Intervention on Students' Literacy Outcomes
Quelle	In: Reading & Writing Quarterly, 26 (2010) 1, S.4-25 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
Schlagwörter	Small Group Instruction; Reading Instruction; Intervention; Grade Repetition; Kindergarten; Grade 1; Literacy; Outcomes of Education; Urban Schools; Suburban Schools; Reading Achievement; Student Promotion; Instructional Effectiveness; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Leseunterricht; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; School year 01; 1. Schuljahr; Schuljahr 01; Alphabetisierung; Schreib- und Lesefähigkeit; Lernleistung; Schulerfolg; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Leseleistung; Support of studies; Studienförderung; Unterrichtserfolg
Abstract	This study matched 15 kindergarten and 1st-grade retained students in 7 schools with their promoted peers on grade-level literacy performance. Researchers collected literacy assessments, demographic information, and instruction dosage data. Retained kindergarten students received less intervention and did not benefit academically from retention. Promoted 1st-grade students who received additional small-group interventions showed a nearly significant interaction effect. Results suggest that approximately 2.5 hr per school day of general education and small-group intervention literacy instruction is needed to bring students within average range. The article discusses instructional and policy implications. (Contains 6 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10