Reducing Reading Failure for Kindergarten Urban Students: A Study of Early Literacy Instruction, Treatment Quality, and Treatment Duration

Autor/inn/en	Yurick, Amanda; Cartledge, Gwendolyn; Kourea, Lefki; Keyes, Starr
Titel	Reducing Reading Failure for Kindergarten Urban Students: A Study of Early Literacy Instruction, Treatment Quality, and Treatment Duration
Quelle	In: Remedial and Special Education, 33 (2012) 2, S.89-102 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932510365359
Schlagwörter	Urban Schools; Early Reading; Reading Failure; At Risk Students; Multiple Regression Analysis; Effect Size; Kindergarten; Emergent Literacy; Literacy Education; Pretests Posttests; Achievement Tests; Achievement Gains; Scores; Reading Instruction; Reading Programs; Intervention; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Frühlesen; Reading disability; Reading weakness; Leseschwäche; Frühleseunterricht; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Achievement gain; Leistungssteigerung; Leseunterricht
Abstract	Six instructional assistants taught the Early Reading Intervention (ERI) curriculum to 38 at-risk kindergarten students, and 32 nonrisk students served as comparisons. Student risk was determined based on performance on the "Dynamic Indicators of Basic Early Literacy Skills" subtests of Nonsense Word Fluency, Letter Naming Fluency, and Phoneme Segmentation Fluency (PSF). The Word Attack (WA) and Letter-Word Identification (LWID) subtests of the "Woodcock-Johnson III Tests of Achievement" were used to confirm risk status and also as pre- and posttest measures. Treatment students received between 6.85 and 13.70 hr of instruction, with varying degrees of treatment quality. Multiple linear regression was used to analyze the amount of variance in gain scores that could be explained by participation in ERI, treatment quality, and treatment duration. Results showed WA and LWID gains with large effect sizes for treatment students. Findings for treatment quality and duration were mixed, without clear indications of their effects on gain scores. (Contains 5 tables and 4 figures.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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