Has the Presence of First‐Grade Core Reading Program Academic Vocabulary Changed Across Six Decades?

2020 ◽  
Author(s):  
Jill Fitzgerald ◽  
Jackie Eunjung Relyea ◽  
Jeff Elmore ◽  
Elfrieda H. Hiebert
Keyword(s):  
First Grade ◽  
Reading Program ◽  
Academic Vocabulary ◽  
Core Reading

scholarly journals Predictors of Latino English Learners’ Reading Comprehension Proficiency

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Theresa A Grasparil ◽  
David A Hernandez
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Oral Reading ◽  
English Learners ◽  
Oral Reading Fluency ◽  
Reading Program ◽  
Vocabulary Knowledge ◽  
Literacy Achievement ◽  
Academic Vocabulary ◽  
Latino English Learners

Poor literacy achievement among English learners has contributed significantly to their high dropout rates, poor job prospects, and high poverty rates. The National Literacy Panel on Language Minority Children and Youth has suggested that English learners benefit from the same direct, systematic instruction in the five essential components of reading shown effective for native-English-speaking students: phonemic awareness, phonics, oral reading fluency, vocabulary, and comprehension. Implementing effective reading instructional practices for English learners may reduce the literacy achievement gap between English learners and native English speakers. In this study, we used multiple regression to examine data for 1,376 third-grade Latino English learners to determine the strength of oral English proficiency, oral reading fluency, and academic vocabulary knowledge as predictors of reading comprehension proficiency. Findings of this study indicate a mismatch between English learners’ instructional needs and a widely used reading program component, assessment of words correct per minute (as a measure of oral reading fluency). Significant conclusions of this study suggest that educators seeking to promote the reading comprehension proficiency of Latino English learners consider using WCPM assessments and activities cautiously and strive to allocate more time for instruction and assessment of the prosodic dimension of oral reading fluency and academic vocabulary knowledge and skills.

Trying Something New: Meaning-Based Reading Instruction in a Finnish First-Grade Classroom

1996 ◽  
Vol 28 (1) ◽  
pp. 9-34 ◽  
Author(s):  
Riitta-Liisa Korkeamäki ◽  
Mariam Jean Dreher
Keyword(s):  
Reading Instruction ◽  
Reading Strategies ◽  
Reading Development ◽  
First Grade ◽  
Reading Program ◽  
Phonological Recoding ◽  
Field Notes ◽  
Letter Sound ◽  
Grade Classroom ◽  
Individual Reading

This study investigated children's reading strategies and progress when a meaning-based approach to reading instruction was implemented in a Finnish 1st-grade classroom. A reading program was designed in which the teacher introduced predictable books, literacy-related centers, and minilessons in context on selected letter-sound correspondences. Field notes and videotapes of individual reading sessions were analyzed to describe the strategies the students used while reading both familiar and unfamiliar books. In the fall, in a familiar context, the students read mostly based on their memory. In an unfamiliar context, the students used graphemic information and sounded out and elongated the words and named some letters. Later, they used their phonological recoding skills in both familiar and unfamiliar contexts. All the students progressed toward conventional reading, demonstrating that they had reached at least the alphabetic phase of reading development.

scholarly journals Is “Response/No Response” Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types With Latent Profile Analysis

2020 ◽  
Vol 53 (6) ◽  
pp. 454-468 ◽  
Author(s):  
Peng Peng ◽  
Douglas Fuchs ◽  
Lynn S. Fuchs ◽  
Eunsoo Cho ◽  
Amy M. Elleman ◽  
...  
Keyword(s):  
Latent Profile Analysis ◽  
Word Reading ◽  
Profile Analysis ◽  
Secondary Analysis ◽  
First Grade ◽  
Reading Program ◽  
Letter Knowledge ◽  
Time Points ◽  
Z Scores ◽  
Latent Profile

We conducted a secondary analysis of data from a randomized control trial to explore this question: Does “response/no response” best characterize students’ reactions to a generally efficacious first-grade reading program, or is a more nuanced characterization necessary? Data were collected on 265 at-risk readers’ word reading prior to and immediately following program implementation in first grade and in spring of second grade. Pretreatment data were also obtained on domain-specific skills (letter knowledge, decoding, passage comprehension, language) and domain-general skills (working memory, non-verbal reasoning). Latent profile analysis of word reading across the three time points with controls as a local norm revealed a strongly responsive group ( n = 45) with mean word-reading z scores of 0.25, 1.64, and 1.26 at the three time points, respectively; a mildly responsive group ( n = 109), z scores = 0.30, 0.47, and 0.55; a mildly non-responsive group ( n = 90), z scores = −0.11, −0.15, and −0.55; and a strongly non-responsive group ( n = 21), z scores = −1.24, −1.26, and −1.57. The two responsive groups had stronger pretreatment letter knowledge and passage comprehension than the two non-responsive groups. The mildly non-responsive group demonstrated better pretreatment passage comprehension than the strongly non-responsive group. No domain-general skill distinguished the four groups. Findings suggest response to early reading intervention was more complicated than response/no response, and pretreatment reading comprehension was an important predictor of response even with pretreatment word reading controlled.

scholarly journals Multi-sensory Structured Reading Instruction for Spanish-speaking First Grade Students in Buenos Aires Public Schools

2020 ◽  
Author(s):  
David Braze ◽  
Florencia Salvarezza ◽  
Kenneth R. Pugh
Keyword(s):  
Public Schools ◽  
Reading Instruction ◽  
Buenos Aires ◽  
First Grade ◽  
Reading Program ◽  
Language Instruction ◽  
Rapid Automatized Naming ◽  
School Closures ◽  
Sentence Reading ◽  
Treatment Dosage

A multi-sensory structured language reading program was deployed in six first grade public school classrooms (n=150 students) in Buenos Aires, Argentina. Six control rooms usedbusiness-as-usual, whole language, instruction (n=178 students). Control and treatment roomswere well-matched in initial status. Students’ abilities and progress were recorded 3 times over27 weeks using a test battery covering basic pre-reading and reading skills: phonological awareness, decoding, vocabulary, rapid automatized naming, and executive function. At the startof 1st grade, most students have no measurable capacity for decoding. Many struggle withphonological awareness and letter naming. Very high rates of absenteeism and school closures(similar in both groups) meant that planned treatment dosage was not achieved. However, atthe endpoint of the study, students in MSL classrooms show an advantage over those in control classrooms in sentence reading comprehension, but the groups remain at parity in othermeasured skills.

The Effects of a Supplemental Perceptual Training Program on Reading Achievement

1972 ◽  
Vol 38 (8) ◽  
pp. 613-621 ◽  
Author(s):  
Joseph W. Halliwell ◽  
Harold A. Solan
Keyword(s):  
Reading Instruction ◽  
First Grade ◽  
Reading Program ◽  
Control Group ◽  
Control Groups ◽  
Perceptual Training ◽  
Supplementary Instruction ◽  
Potential Reading ◽  
Better Than ◽  
Regular Reading

At the beginning of the first grade, 105 students designated as potential reading problems were divided into three groups of 35 children each: experimental I, which received supplementary perceptual training in addition to the regular reading program; experimental II, which received traditional supplementary reading instruction in addition to the regular reading program; and the control group, which received no supplementary instruction. The Metropolitan Achievement Test (MAT) was administered at the end of May. The statistical analysis of the data indicated that, of all the groups, only the experimental I total group and the experimental I boys read significantly better than the respective control groups on the reading subtest of the MAT.

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