TY - JOUR
T1 - A second chance in second grade
T2 - The independent and cumulative impact of first- and second-grade reading instruction and students' letter-word reading skill growth
AU - Connor, Carol Mc Donald
AU - Morrison, Frederick J.
AU - Underwood, Phyllis S.
N1 - Funding Information:
This work was supported by the National Institute of Child Health and Human Development and the National Science Foundation under grant numbers R01HD27176, R01HD48539 and 0111754, respectively. Additional support was provided by the U.S. Department of Education, Institute for Education Sciences under grant number R305H04013.
PY - 2007
Y1 - 2007
N2 - This study examines the relation of language arts instruction to students' letter-word reading skill growth from the beginning of 1st grade to the end of 2nd grade using cross-classified random effects models. Amounts of teacher-managed, code-focused instruction in 1st and 2nd grade each uniquely predicted students' letter-word reading skill growth; plus, there were child-by-instruction interactions. Students with weaker fall 1st grade letter-word reading scores demonstrated stronger letter-word reading at the end of 2nd grade when they spent more time in 1st-and 2nd-grade teacher-managed, code-focused instruction. Students with stronger initial reading skills demonstrated higher 2nd-grade reading scores when they spent less time in 1st grade but more time in 2nd-grade teacher-managed, code-focused instruction. Students who participated in optimally effective 1st-grade and 2nd-grade classroom instruction demonstrated greater letter-word reading growth from the beginning of 1st grade to the end of 2nd grade than did students who participated in less effective instruction in either 1st or 2nd grade, or both. Still, for children who entered 1st grade with weaker reading skills, results indicate that effective 2nd-grade instruction might offer a 2nd chance to achieve grade appropriate reading skills.
AB - This study examines the relation of language arts instruction to students' letter-word reading skill growth from the beginning of 1st grade to the end of 2nd grade using cross-classified random effects models. Amounts of teacher-managed, code-focused instruction in 1st and 2nd grade each uniquely predicted students' letter-word reading skill growth; plus, there were child-by-instruction interactions. Students with weaker fall 1st grade letter-word reading scores demonstrated stronger letter-word reading at the end of 2nd grade when they spent more time in 1st-and 2nd-grade teacher-managed, code-focused instruction. Students with stronger initial reading skills demonstrated higher 2nd-grade reading scores when they spent less time in 1st grade but more time in 2nd-grade teacher-managed, code-focused instruction. Students who participated in optimally effective 1st-grade and 2nd-grade classroom instruction demonstrated greater letter-word reading growth from the beginning of 1st grade to the end of 2nd grade than did students who participated in less effective instruction in either 1st or 2nd grade, or both. Still, for children who entered 1st grade with weaker reading skills, results indicate that effective 2nd-grade instruction might offer a 2nd chance to achieve grade appropriate reading skills.
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U2 - 10.1080/10888430701344314
DO - 10.1080/10888430701344314
M3 - Article
AN - SCOPUS:34547485996
SN - 1088-8438
VL - 11
SP - 199
EP - 233
JO - Scientific Studies of Reading
JF - Scientific Studies of Reading
IS - 3
ER -