Language EnrichmentTeacher Preparation and Practice Predicts Third Grade Reading Comprehension
| Autor: | Paul R. Swank, Graham F. Neuhaus, Paul Johnson, Lynn Tillman-Dowdy, Mary Lou Montemayor, Mary Jo Monfils, Suzanne H. Carreker |
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| Rok vydání: | 2005 |
| Předmět: |
Linguistics and Language
media_common.quotation_subject Multilevel model Literacy Education Teacher preparation Academic skills Reading comprehension Reading (process) Student achievement ComputingMilieux_COMPUTERSANDEDUCATION Developmental and Educational Psychology Mathematics education Achievement test Psychology media_common |
| Zdroj: | Reading Psychology. 26:401-432 |
| ISSN: | 1521-0685 0270-2711 |
| DOI: | 10.1080/02702710500285771 |
| Popis: | First and second grade public school teachers were trained through interactive video-conferencing to implement Language Enrichment, an Orton-Gillingham-based literacy instruction. The effectiveness of the linguistically informed training was demonstrated by documenting the longitudinal third grade reading comprehension achievement of their students. Student achievement was measured on the state-mandated achievement test, Texas Assessment of Academic Skills (TAAS). Hierarchical linear modeling (HLM) showed that students whose teachers were trained in Language Enrichment instruction had higher third grade reading comprehension achievement than students whose teachers were not trained. Additionally, a significant effect of the length of Language Enrichment teaching experience of the second grade teacher on third grade reading comprehension was found. Earlier occurring second grade teacher training was associated with higher reading scores than later training. Based on these findings it is suggested that teac... |
| Databáze: | OpenAIRE |
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