Intensifying Instruction: Does Additional Instructional Time Make a Difference for the Most At-Risk First Graders?

Autor/inn/en	Harn, Beth A.; Linan-Thompson, Sylvia; Roberts, Gregory
Titel	Intensifying Instruction: Does Additional Instructional Time Make a Difference for the Most At-Risk First Graders?
Quelle	In: Journal of Learning Disabilities, 41 (2008) 2, S.115-125 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219407313586
Schlagwörter	Early Intervention; Early Reading; Academic Achievement; Educationally Disadvantaged; High Risk Students; Grade 1; Compensatory Education; Time Factors (Learning); Time on Task; Class Size; Delivery Systems; Reading Instruction + Suchen Sie Ihr Suchwort? Frühlesen; Schulleistung; Problemschüler; School year 01; 1. Schuljahr; Schuljahr 01; Kompensatorischer Unterricht; Zeitaufwand; Klassengröße; Auslieferung; Leseunterricht
Abstract	Research is clear on the benefit of early intervention efforts and the importance of intensive instructional supports; however, understanding which features to intensify is less clear. General intervention features of group size, instructional delivery, and time are areas schools can consider manipulating to intensify instruction. Also, each of these features can vary along a continuum making them easier or more challenging for schools to implement. What is unclear is if implementing very intensive interventions early in school (first grade), which require significantly more school resources, provides accordingly accelerated student learning. This article investigates the role of intensifying instructional time for the most at-risk first graders in schools implementing research-based instructional and assessment practices within multitiered instructional support systems. Results indicate that students receiving more intensive intervention made significantly more progress across a range of early reading measures. Intervention features, limitations, recommendations for practice, and implications for treatment resisters are discussed. (Contains 5 tables and 1 figure.) (Author).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10