TY - JOUR
T1 - Reading First kindergarten classroom instruction and students' growth in phonological awareness and letter naming-decoding fluency
AU - Al Otaiba, Stephanie
AU - Connor, Carol
AU - Lane, Holly
AU - Kosanovich, Marcia L.
AU - Schatschneider, Chris
AU - Dyrlund, Allison K.
AU - Miller, Melissa S.
AU - Wright, Tyran L.
N1 - Funding Information:
This research was supported in part by Grant #P50HD052120 and #R01HD48539 from the National Institute of Child Health and Human Development and Grant # R305H040013 from the U.S. Department of Education Institute of Education Sciences to Florida State University. Statements do not reflect the position or policy of these agencies, and no official endorsement of them should be inferred. In addition to thanking our anonymous reviewers, we acknowledge Alysia Roehrig, Laura Hassler Lang, Monica Delano, and Jeanine Turner for their feedback on the manuscript. We also thank Hayley Winchester, and other project staff, children, and teachers who participated in this project.
PY - 2008/6
Y1 - 2008/6
N2 - This study investigated the role of the amount, content, and implementation of reading instruction provided by 17 kindergarten teachers in eight Reading First elementary schools as it related to students' progress (n = 286 students) on early reading assessments of phonological awareness and letter naming-decoding fluency. Children's phonological awareness and letter naming-decoding fluency grew significantly from fall to spring. On average, across the three 60 min observations, teachers provided over 30 min a day of phonological awareness and phonics instruction and 15 min a day of vocabulary and comprehension instruction. Global ratings of instructional quality revealed two implementation factors: explicit and individualized implementation and meaningful interactions around text. Hierarchical linear modeling revealed that the amounts of specific instructional content, as well as how this instruction was implemented, was related to students' letter knowledge and phonological awareness skill growth.
AB - This study investigated the role of the amount, content, and implementation of reading instruction provided by 17 kindergarten teachers in eight Reading First elementary schools as it related to students' progress (n = 286 students) on early reading assessments of phonological awareness and letter naming-decoding fluency. Children's phonological awareness and letter naming-decoding fluency grew significantly from fall to spring. On average, across the three 60 min observations, teachers provided over 30 min a day of phonological awareness and phonics instruction and 15 min a day of vocabulary and comprehension instruction. Global ratings of instructional quality revealed two implementation factors: explicit and individualized implementation and meaningful interactions around text. Hierarchical linear modeling revealed that the amounts of specific instructional content, as well as how this instruction was implemented, was related to students' letter knowledge and phonological awareness skill growth.
KW - At-risk beginning reader
KW - Classroom reading instruction
KW - High poverty schools
KW - Kindergarten
KW - Reading First
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U2 - 10.1016/j.jsp.2007.06.002
DO - 10.1016/j.jsp.2007.06.002
M3 - Article
C2 - 19083361
AN - SCOPUS:41149100169
SN - 0022-4405
VL - 46
SP - 281
EP - 314
JO - Journal of School Psychology
JF - Journal of School Psychology
IS - 3
ER -