Teachers With Linguistically Informed Knowledge of Reading Subskills are Associated with a Matthew Effect in Reading Comprehension for Monolingual and Bilingual Students
| Autor: | Paul R. Swank, Graham F. Neuhaus, Mary Lou Montemayor, Paul Johnson, Suzanne H. Carreker, Mary Jo Monfils |
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| Rok vydání: | 2007 |
| Předmět: |
Linguistics and Language
Language arts media_common.quotation_subject Teaching method Vocabulary development Literacy Education Reading comprehension Reading (process) Developmental and Educational Psychology Mathematics education Faculty development Psychology Neuroscience of multilingualism media_common |
| Zdroj: | Reading Psychology. 28:187-212 |
| ISSN: | 1521-0685 0270-2711 |
| DOI: | 10.1080/02702710601186456 |
| Popis: | A longitudinal investigation determined the growth of reading comprehension from third to fifth grades in a cohort of students who received Language Enrichment (LE), an Orton-Gillingham–based literacy program, during first and second grades. The LE instruction was provided by regular education teachers who received comprehensive training in linguistically informed content pertaining to reading subskills. All students were traditionally instructed in kindergarten, third, fourth, and fifth grades. Hierarchical linear modeling (HLM) confirmed that mono- and bilingual students had significantly advantaged individual growth in reading comprehension as measured on the state-mandated Texas Assessment of Academic Skills (TAAS) when their teachers had more experience implementing LE over students whose teachers had less experience implementing LE, or students whose teachers had no LE training. Findings showed a fan-shaped spread in achievement from third to fifth grades for all students in the cohort. The signific... |
| Databáze: | OpenAIRE |
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