Predicting First-Grade Reading Performance from Kindergarten Response to Tier 1 Instruction

Autor/inn/en	Al Otaiba, Stephanie; Folsom, Jessica S.; Schatschneider, Christopher; Wanzek, Jeanne; Greulich, Luana; Meadows, Jane; Li, Zhi; Connor, Carol M.
Titel	Predicting First-Grade Reading Performance from Kindergarten Response to Tier 1 Instruction
Quelle	In: Exceptional Children, 77 (2011) 4, S.453-470 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
Schlagwörter	Reading Difficulties; Reading Programs; Learning Disabilities; Kindergarten; Grade 1; Reading Instruction; Prediction; Intervention; Instructional Effectiveness; Outcomes of Education; Observation; Florida; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Learning handicap; Lernbehinderung; School year 01; 1. Schuljahr; Schuljahr 01; Leseunterricht; Vorhersage; Unterrichtserfolg; Lernleistung; Schulerfolg; Beobachtung
Abstract	Many schools are implementing multitier response-to-intervention (RTI) models to reduce reading difficulties. This study was part of our larger ongoing longitudinal RTI investigation within the Florida Learning Disabilities Center grant and was conducted in 7 ethnically and socioeconomically diverse schools. We observed reading instruction in 20 classrooms, examined response rates to kindergarten Tier 1 instruction, and predicted students' first-grade reading performance based on kindergarten growth and end-of-year reading performance (n = 203). Teachers followed an explicit core reading program. Overall, classroom instruction was rated as effective. Results indicate that controlling for students' end-of-kindergarten reading, their growth across kindergarten on a variety of language and literacy measures suppressed predictions of first-grade performance. Specifically, the steeper the students' trajectory to a satisfactory outcome, the less likely they were to demonstrate good performance in first grade. Implications for future research and RTI implementation are discussed. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10