Reading First kindergarten classroom instruction and students' growth in phonological awareness and letter naming–decoding fluency
| Autor: | Allison K. Dyrlund, Christopher Schatschneider, Tyran L. Wright, Stephanie Al Otaiba, Melissa Miller, Holly B. Lane, Carol McDonald Connor, Marcia L. Kosanovich |
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| Rok vydání: | 2008 |
| Předmět: |
Male
Vocabulary media_common.quotation_subject Teaching method Phonics Social Environment Education Fluency Phonetics Phonological awareness Reading (process) Developmental and Educational Psychology Mathematics education Humans Students media_common Multilevel model Linguistics Child Day Care Centers Awareness Verbal Learning Comprehension Reading Child Preschool Female Psychology |
| Zdroj: | Journal of School Psychology. 46:281-314 |
| ISSN: | 0022-4405 |
| DOI: | 10.1016/j.jsp.2007.06.002 |
| Popis: | 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. |
| Databáze: | OpenAIRE |
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