Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction
dc.contributor.author | Connor, Carol McDonald | en_US |
dc.contributor.author | Morrison, Fredrick J. | en_US |
dc.contributor.author | Fishman, Barry J. | en_US |
dc.contributor.author | Giuliani, Sarah | en_US |
dc.contributor.author | Luck, Melissa | en_US |
dc.contributor.author | Underwood, Phyllis S. | en_US |
dc.contributor.author | Bayraktar, Aysegul | en_US |
dc.contributor.author | Crowe, Elizabeth C. | en_US |
dc.contributor.author | Schatschneider, Christopher | en_US |
dc.date.accessioned | 2011-12-05T18:33:11Z | |
dc.date.available | 2012-08-06T15:23:17Z | en_US |
dc.date.issued | 2011-07-08 | en_US |
dc.identifier.citation | Connor, Carol McDonald; Morrison, Fredrick J.; Fishman, Barry; Giuliani, Sarah; Luck, Melissa; Underwood, Phyllis S.; Bayraktar, Aysegul; Crowe, Elizabeth C.; Schatschneider, Christopher (2011). "Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction." Reading Research Quarterly 46(3). <http://hdl.handle.net/2027.42/88046> | en_US |
dc.identifier.issn | 0034-0553 | en_US |
dc.identifier.issn | 1936-2722 | en_US |
dc.identifier.uri | https://hdl.handle.net/2027.42/88046 | |
dc.description.abstract | There is accumulating correlational evidence that the effect of specific types of reading instruction depends on children's initial language and literacy skills, called child characteristics × instruction (C×I) interactions. There is, however, no experimental evidence beyond first grade. This randomized control study examined whether C×I interactions might present an underlying and predictable mechanism for explaining individual differences in how students respond to third‐grade classroom literacy instruction. To this end, we designed and tested an instructional intervention (Individualizing Student Instruction [ISI]). Teachers (n = 33) and their students (n = 448) were randomly assigned to the ISI intervention or a vocabulary intervention, which was not individualized. Teachers in both conditions received professional development. Videotaped classroom observations conducted in the fall, winter, and spring documented the instruction that each student in the classroom received. Teachers in the ISI group were more likely to provide differentiated literacy instruction that considered C×I interactions than were the teachers in the vocabulary group. Students in the ISI intervention made greater gains on a standardized assessment of reading comprehension than did students in the vocabulary intervention. Results indicate that C×I interactions likely contribute to students' varying response to literacy instruction with regard to their reading comprehension achievement and that the association between students' profile of language and literacy skills and recommended instruction is nonlinear and dependent on a number of factors. Hence, dynamic and complex theories about classroom instruction and environment impacts on student learning appear to be warranted and should inform more effective literacy instruction in third grade. هناك أدلة مترابطة ومتراكمة تدل على أن آثار أنواع معينة من تعليمات القراءة تعتمد على مهارات الطفل الأولى في القراءة والكتابة واللغة، وتسمى تفاعلات تعليمات خصائص الطفل (CXI). ومع ذلك، فلا يوجد أي دليل تجريبي بعد الفصل الدراسي الأول. فحصت هذه الدراسة الاختبارية العشوائية فيما إذا كان يمكن لتفاعلات CXI أن تقدم ميكانيزمات خفية, ويمكن التنبؤ بها من أجل شرح الفروق الفردية في كيفية استجابة الطلاب لتعليمات القراءة والكتابة في الفصل الدراسي الثالث من التعليم الإبتدائي. وتحقيقا لهذه الغاية، تم تصميم واختبار تدخل تعليمي ( إضفاء الطابع الشخصي على تعليم الطلاب:ISI) . تم اختيار المدرسين (عددهم 33) وطلابهم (عددهم 488) بشكل عشوائي لتدخل ISI، أو تدخل للمفردات التي لم تكن فردية. تلقى المدرسون في كلتي الحالتين تدريبا مهنيا. و سجلت ملاحظات الفصل الدراسي على أشرط الفيديو التعليمات التي حصل عليها كل تلميذ في الصف في فصل الخريف والشتاء والربيع. كان المدرسون في مجموعة ISI أكثر احتمالا لإعطاء تعليمات متمايزة في القراءة والكتابة. واعتبرت تدخلات المدرسين في CXI أكثر من تدخلات نظرائهم في مجموعة المفردات. حقق التلاميذ في تدخل ISI مكاسب أكبر في تقييم موحَد لفهم القراءة على تلاميذ تدخل المفردات. تشير النتائج أن تفاعلات CXI تسهم في استجابة متفاوتة للطلاب لتعليمات القراءة والكتابة فيما يتعلق بإنجازهم في فهم القراءة، وأن الربط بين ملف التلميذ الشخصي بالنسبة لمهارات اللغة والقراءة والكتابة والتعليمات الموصى بها غيرُ خطية ومنوطةٌ بعدد من العوامل. لذلك يبدو أن النظريات الديناميكية والمعقدة حول وقع تأثير التعليم والبيئة في الفصل الدراسي على تعلم التلميذ لها ما يبررها وبإمكانها الإبلاغ عن تعليم أكثر فعالية بالنسبة للقراءة والكتابة في الصف الثالث من التعليم الابتدائي. 特定类型的阅读教学效果取决于儿童的初始语言和识字技能,这种称为「孩子特征X教学类型」(简称CXI)交互作用的相关式证据,正在累积。然而,到目前为止,这些实验证据只局限于小学一年级。本随机对照研究,考查CXI交互作用,是否能作为一个基础性和可预测性的机制,以解释小学三年级学生如何应对课堂读书识字教学的个别差异。为此,作者设计并测试一个名为「ISI学生个性化教学」的教学干预。教师(n=33)和他们的学生(n=488),一同被随机分配到ISI干预组或不个性化的词汇干预组。该两组的教师均接受专业发展。课堂录像观察分别在秋、冬、春季进行,记录每个学生在教室里接受特定教学的情况。ISI组中的老师比词汇组中的教师,会较大可能提供差异化读书识字教学,提供这些差异化教学就是顾及到CXI交互作用。在一个标准化阅读理解评估中,ISI干预组的学生比词汇干预组的学生获益较大。研究结果表示,在阅读理解成绩方面,学生对识字教学的应对有个别差异的原因,有可能就是因为CXI交互作用;同时,儿童的语言及识字技能状况与所推荐的教学类型之间的关联,是非线性及取决于很多因素。因此,用动态性和复杂性的理论去解释课堂教学与环境如何影响学生的学习,似乎是恰当的,对寻求更有效的小学三年级读书识字教学,是具有启迪意义的。 Il y a de plus en plus de corrélations montrant que l'effet d'un type spécifique d'enseignement de la lecture dépend des compétences linguistiques initiales des enfants et de leur savoir lire‐écrire, ce que l'on appellera interactions entre caractéristiques des enfants et enseignement (CXE). Il n'y a cependant pas de preuves au‐delà de la premiíre année. Cette étude, avec groupe contrôle et randomisation, a examiné si les interactions CXE pourraient présenter un mécanisme sous‐jacent prédictible qui pourrait expliquer les différences individuelles concernant la façon dont les élíves répondent à l'enseignement de la lecture‐écriture en troisiíme année. C'est dans ce but que nous avons planifié et testé une intervention didactique (Intervention Didactique Individualisée, IDI). Des enseignants (n=33) et leurs élíves (n=488) ont été assignés au hasard à l'intervention individualisée IDI ou à une intervention non individualisée sur le vocabulaire. Les enseignants dans les deux conditions ont reçu une formation. Des observations vidéoscopées effectuées en classe à l'automne, en hiver et au printemps, ont apporté des informations sur l'enseignement reçu par chaque élíve en classe. Les enseignants du groupe IDI se sont avérés plus susceptibles de réaliser un enseignement individualisé de la lecture‐écriture avec des interactions CXE que les enseignants du groupe vocabulaire. Les élíves de l'intervention IDI ont obtenu de meilleurs résultats dans une évaluation de compréhension de la lecture que les élíves de la condition vocabulaire. Les résultats montrent que les interactions CXE sont susceptibles de contribuer à l'évolution des réponses en fonction de l'enseignement de la lecture‐écriture en ce qui concerne leur réussite en compréhension de la lecture, et que l'association entre le profil linguistique et les compétences en lecture‐écriture et l'enseignement recommandé n'est pas linéaire et dépend de nombreux facteurs. Par conséquent, les théories dynamiques et complexes sur l'enseignement en classe et les impacts de l'environnement sur l'apprentissage de l'élíve semblent être établies et devraient contribuer à un enseignement de la lecture‐écriture en troisiíme année plus efficace. Постепенно накапливаются доказательства взаимосвязи между эффективностью определенных подходов к обучению чтению и теми навыками общения с языком, которые заложены у ребенка к началу обучения. Данная корреляция называется CхI (характеристики ребенка умноженные на обучение). Однако экспериментальные подтверждения этой идеи имеются лишь для первоклассников. В данном исследовании рассматривалась возможность применения этой формулы в третьем классе, чтобы достоверно предсказать и обосновать результаты обучения чтению для каждого отдельного ребенка. Авторы разработали и применили индивидуализированное учебное вмешательство (ISI). Учителя (n=33) и их ученики (n=488) были по случайному принципу подвергнуты либо ISI, либо обучению на основе неиндивидуализированной работы по расширению словарного запаса. Учителя в обеих ситуациях получали дополнительную профессиональную поддержку. Трижды в течение учебного года – осенью, зимой и весной – проводилась видеосъемка, которая фиксировала, какое обучение получает каждый ребенок. Выяснилось, что учителя в группе ISI в большей степени склонны к дифференцированному обучению грамотности, которое учитывает CхI, нежели учителя из “словарной” группы. Учащиеся в группе ISI набрали более высокие баллы в рамках стандартизированного тестирования на понимание прочитанного, чем их сверстники из “словарной” группы. Результаты показывают, что CхI, по всей вероятности, влияют на способность ребенка воспринять обучение, нацеленное на понимание прочитанного, и что взаимосвязь между профилем грамотности ребенка и рекомендуемым обучением является нелинейной и зависит от целого ряда факторов. Из этого и следует исходить, чтобы добиться более эффективного обучения третьеклассников. Hay cada vez más evidencia correlativa que el efecto de ciertas formas de enseñar a leer depende de la destreza inicial de lenguaje y alfabetización de los niños, llamadas interacciones de características X de instrucción del niño (CXI por sus siglas en inglés). Sin embargo no hay ninguna evidencia experimental más allá del primer grado. Este estudio aleatorio controlado investigó si las interacciones CXI podrían presentar algún mecanismo subyacente y previsible para explicar las diferencias individuales sobre cómo los estudiantes de tercer grado reaccionan a la alfabetización. Para lograr esto, diseñamos y verificamos una intervención de enseñanza (Enseñanza Individualizada al Estudiante, ISI por sus siglas en inglés). Los maestros (n=33) y sus estudiantes (n=488) fueron escogidos al azar para la intervención ISI o una intervención de vocabulario que no era individualizada. Los maestros en ambos grupos recibieron adiestramiento profesional. Las observaciones grabadas en video en el otoño, el invierno y la primavera documentaron la instrucción recibida por cada estudiante en el salón de clase. Los maestros en el grupo de ISI estaban más dispuestos a usar la instrucción diferenciada de alfabetización que tomaba en cuenta las interacciones CXI que los maestros del grupo de vocabulario. Los estudiantes de la intervención ISI lograron hacer mejor en un examen estandardizado de comprensión de lectura que los estudiantes del grupo de vocabulario. Los resultados muestran que las interacciones CXI probablemente contribuyen a la reacción de los estudiantes a la instrucción en cuanto a la comprensión de lectura, y que la relación entre el cuadro de destrezas de lenguaje y alfabetización de los niños y la instrucción recomendada no es lineal y depende de varios factores. Por lo tanto, teorías dinámicas y complejas sobre la instrucción en el salón de clase y el efecto del medio ambiente en el aprendizaje del estudiante parecen ser justificadas y deben ser tomadas en cuenta para la mejor instrucción en el tercer grado. | en_US |
dc.publisher | Blackwell Publishing Ltd | en_US |
dc.publisher | Wiley Periodicals, Inc. | en_US |
dc.subject.other | Topic | en_US |
dc.subject.other | Assessment | en_US |
dc.subject.other | Outcomes | en_US |
dc.subject.other | Inform | en_US |
dc.subject.other | Comprehension | en_US |
dc.subject.other | Decoding | en_US |
dc.subject.other | Oral Language | en_US |
dc.subject.other | Methodology | en_US |
dc.subject.other | Mixed | en_US |
dc.subject.other | Struggling | en_US |
dc.subject.other | Intervention | en_US |
dc.subject.other | Profdev | en_US |
dc.subject.other | Theoretical | en_US |
dc.subject.other | Developmental | en_US |
dc.subject.other | Vocabulary | en_US |
dc.subject.other | Learner | en_US |
dc.subject.other | Childhood | en_US |
dc.subject.other | Type | en_US |
dc.subject.other | Article | en_US |
dc.title | Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction | en_US |
dc.type | Article | en_US |
dc.rights.robots | IndexNoFollow | en_US |
dc.subject.hlbsecondlevel | Education | en_US |
dc.subject.hlbtoplevel | Social Sciences | en_US |
dc.description.peerreviewed | Peer Reviewed | en_US |
dc.contributor.affiliationum | University of Michigan Ann Arbor USA | en_US |
dc.contributor.affiliationother | Florida Center for Reading Research, Florida State University Tallahassee USA | en_US |
dc.contributor.affiliationother | Florida Center for Reading Research, Florida State University Tallahassee USA | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/88046/1/RRQ.46.3.1.pdf | |
dc.identifier.doi | 10.1598/RRQ.46.3.1 | en_US |
dc.identifier.source | Reading Research Quarterly | en_US |
dc.identifier.citedreference | Al Otaiba, S., Connor, C.M., Folsom, J.S., Greulich, L., Meadows, J., & Li, Z. (in press). Assessment data‐informed guidance to individualize kindergarten reading instruction: Findings from a cluster‐randomized control field trial. The Elementary School Journal. | en_US |
dc.identifier.citedreference | Anderson, R.C., & Freebody, P. ( 1981 ). Vocabulary knowledge. In J.T. Guthrie (Ed.), Comprehension and teaching: Research reviews (pp. 77 – 117 ). Newark, DE: International Reading Association. | en_US |
dc.identifier.citedreference | Beck, I.L., McKeown, M.G., & Kucan, L. ( 2002 ). Bringing words to life: Robust vocabulary instruction. New York: Guilford. | en_US |
dc.identifier.citedreference | Biemiller, A., & Boote, C. ( 2006 ). An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology, 98 ( 1 ), 44 – 62. doi:10.1037/0022‐0663.98.1.44. | en_US |
dc.identifier.citedreference | Block, C.C., Parris, S.R., Reed, K.L., Whiteley, C.S., & Cleveland, M.D. ( 2009 ). Instructional approaches that significantly increase reading comprehension. Journal of Educational Psychology, 101 ( 2 ), 262 – 281. doi:10.1037/a0014319. | en_US |
dc.identifier.citedreference | Bogdan, R.C., & Biklen, S.K. ( 1998 ). Qualitative research in education: An introduction to theory and methods ( 3rd ed. ). Boston: Allyn & Bacon. | en_US |
dc.identifier.citedreference | Bos, C.S., Mather, N., Narr, R.F., & Babur, N. ( 1999 ). Interactive, collaborative professional development in early literacy instruction: Supporting the balancing act. Learning Disabilities Research & Practice, 14 ( 4 ), 227 – 238. doi:10.1207/sldrp1404_4. | en_US |
dc.identifier.citedreference | Brophy, J.E. ( 1979 ). Teacher behavior and its effects. Journal of Educational Psychology, 71 ( 6 ), 733 – 750. doi:10.1037/0022‐0663.71.6.733. | en_US |
dc.identifier.citedreference | Cain, K., Oakhill, J., & Lemmon, K. ( 2004 ). Individual differences in the inference of word meanings from context: The influence of reading comprehension, vocabulary knowledge, and memory capacity. Journal of Educational Psychology, 96 ( 4 ), 671 – 681. doi:10.1037/0022‐0663.96.4.671. | en_US |
dc.identifier.citedreference | Cameron, C.E. ( 2004, April ). Variation in teacher organization. Paper presented at the 18th biennial Conference on Human Development, Washington, DC. | en_US |
dc.identifier.citedreference | Catts, H.W., & Kamhi, A.G. (Eds.). ( 2004 ). Language and reading disabilities ( 2nd ed. ). Boston: Allyn & Bacon. | en_US |
dc.identifier.citedreference | Chard, D.J. ( 2004 ). Toward a science of professional development in early reading instruction. Exceptionality, 12 ( 3 ), 175 – 191. doi:10.1207/s15327035ex1203_5. | en_US |
dc.identifier.citedreference | Cohen, D.K., Raudenbush, S.W., & Ball, D.L. ( 2003 ). Resources, instruction, and research. Educational Evaluation and Policy Analysis, 25 ( 2 ), 119 – 142. doi:10.3102/01623737025002119. | en_US |
dc.identifier.citedreference | Connor, C.M., Jakobsons, L.J., Crowe, E.C., & Meadows, J.G. ( 2009 ). Instruction, student engagement, and reading skill growth in Reading First classrooms. The Elementary School Journal, 109 ( 3 ), 221 – 250. | en_US |
dc.identifier.citedreference | Connor, C.M., Jakobsons, L.J., & Granger, J. ( 2006 ). Individual differences in the reading fluency of children and their instructional implications: Instruction and fluency. Paper presented at the 14th annual meeting of the Pacific Coast Research Conference, Coronado, CA. | en_US |
dc.identifier.citedreference | Connor, C.M., Morrison, F.J., Fishman, B.J., Ponitz, C.C., Glasney, S., Underwood, P.S., et al. ( 2009 ). The ISI classroom observation system: Examining the literacy instruction provided to individual students. Educational Researcher, 38 ( 2 ), 85 – 99. doi:10.3102/0013189×09332373. | en_US |
dc.identifier.citedreference | Connor, C.M., Morrison, F.J., Fishman, B.J., Schatschneider, C., & Underwood, P. ( 2007 ). Algorithm‐guided individualized reading instruction. Science, 315 ( 5811 ), 464 – 465. doi:10.1126/science.1134513. | en_US |
dc.identifier.citedreference | Connor, C.M., Morrison, F.J., & Petrella, J.N. ( 2004 ). Effective reading comprehension instruction: Examining child X instruction interactions. Journal of Educational Psychology, 96 ( 4 ), 682 – 698. doi:10.1037/0022‐0663.96.4.682. | en_US |
dc.identifier.citedreference | Connor, C.M., Morrison, F.J., Schatschneider, C., Toste, J., Lundblom, E.G., Crowe, E., et al. (in press). Effective classroom instruction: Implications of child characteristic by instruction interactions on first graders' word reading achievement. Journal of Research on Educational Effectiveness. | en_US |
dc.identifier.citedreference | Connor, C.M., Morrison, F.J., & Slominski, L. ( 2006 ). Preschool instruction and children's emergent literacy growth. Journal of Educational Psychology, 98 ( 4 ), 665 – 689. doi:10.1037/0022‐0663.98.4.665. | en_US |
dc.identifier.citedreference | Connor, C.M., Piasta, S.B., Fishman, B., Glasney, S., Schatschneider, C., Crowe, E., et al. ( 2009 ). Individualizing student instruction precisely: Effects of child X instruction interactions on first graders' literacy development. Child Development, 80 ( 1 ), 77 – 100. doi:10.1111/j.1467‐8624.2008.01247.x. | en_US |
dc.identifier.citedreference | Cromley, J.G., & Azevedo, R. ( 2007 ). Testing and refining the direct and inferential mediation model of reading comprehension. Journal of Educational Psychology, 99 ( 2 ), 311 – 325. doi:10.1037/0022‐0663.99.2.311. | en_US |
dc.identifier.citedreference | Cronbach, L.J., & Snow, R.E. ( 1969 ). Individual differences in learning ability as a function of instructional variables. Stanford, CA: Stanford University. (ERIC Document Reproduction Service No. ED029001). | en_US |
dc.identifier.citedreference | Crowe, E.C., Connor, C.M., & Petscher, Y. ( 2009 ). Examining the core: Relations among reading curricula, poverty, and first through third grade reading achievement. Journal of School Psychology, 47 ( 3 ), 187 – 214. doi:10.1016/j.jsp.2009.02.002. | en_US |
dc.identifier.citedreference | Dahl, K.L., & Freppon, P.A. ( 1995 ). A comparison of innercity children's interpretations of reading and writing instruction in the early grades in skills‐based and whole language classrooms. Reading Research Quarterly, 30 ( 1 ), 50 – 74. | en_US |
dc.identifier.citedreference | Duke, N.K., & Pearson, P.D. ( 2002 ). Effective practices for developing reading comprehension. In A.E. Farstrup & S.J. Samuels (Eds.), What research has to say about reading instruction ( 3rd ed., pp. 205 – 242 ). Newark, DE: International Reading Association. | en_US |
dc.identifier.citedreference | Fishman, B.J., Marx, R.W., Best, S., & Tal, R.T. ( 2003 ). Linking teacher and student learning to improve professional development in systemic reform. Teaching and Teacher Education, 19 ( 6 ), 643 – 658. doi:10.1016/S0742‐051X(03)00059‐3. | en_US |
dc.identifier.citedreference | Foorman, B.R., Francis, D.J., Fletcher, J.M., Schatschneider, C., & Mehta, P. ( 1998 ). The role of instruction in learning to read: Preventing reading failure in at‐risk children. Journal of Educational Psychology, 90 ( 1 ), 37 – 55. doi:10.1037/0022‐0663.90.1.37. | en_US |
dc.identifier.citedreference | Foorman, B.R., Schatschneider, C., Eakin, M.N., Fletcher, J.M., Moats, L.C., & Francis, D.J. ( 2006 ). The impact of instructional practices in grades 1 and 2 on reading and spelling achievement in high poverty schools. Contemporary Educational Psychology, 31 ( 1 ), 1 – 29. doi:10.1016/j.cedpsych.2004.11.003. | en_US |
dc.identifier.citedreference | Fraenkel, J.R., & Wallen, N.E. ( 2009 ). How to design and evaluate research in education ( 7th ed. ). New York: McGraw‐Hill. | en_US |
dc.identifier.citedreference | Gamse, B.C., Jacob, R.T., Horst, M., Boulay, B., & Unlu, F. ( 2008 ). Reading First Impact Study: Final report (NCEE 2009‐4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. | en_US |
dc.identifier.citedreference | Garg, A.X., Adhikari, N.K.J., McDonald, H., Rosas‐Arellano, M.P., Devereaux, P.J., Beyene, J., et al. ( 2005 ). Effects of computerized clinical decision support systems on practitioner performance and patient outcomes: A systematic review. The Journal of the American Medical Association, 293 ( 10 ), 1223 – 1238. doi:10.1001/jama.293.10.1223. | en_US |
dc.identifier.citedreference | Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan‐Thompson, S., et al. ( 2009 ). Assisting students struggling with reading: Response to Intervention (RtI) and multi‐tier intervention in the primary grades (NCEE 2009‐4045). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. | en_US |
dc.identifier.citedreference | Gersten, R., Dimino, J., Jayanthi, M., Kim, J., & Santoro, L. ( 2007, July ). Impact of teacher study groups on observed teaching practice and student vocabulary and comprehension for first grade teachers: Results of large scale randomized controlled trials. Paper presented at the 14th annual meeting of the Society for the Scientific Study of Reading, Prague, Czech Republic. | en_US |
dc.identifier.citedreference | Guthrie, J.T., Wigfield, A., Barbosa, P., Perencevich, K.C., Taboada, A., Davis, M.H., et al. ( 2004 ). Increasing reading comprehension and engagement through concept‐oriented reading instruction. Journal of Educational Psychology, 96 ( 3 ), 403 – 423. doi:10.1037/0022‐0663.96.3.403. | en_US |
dc.identifier.citedreference | Hamre, B.K., Pianta, R.C., Downer, J., & Mashburn, A.J. ( 2007, April ). Growth models of classroom quality over the course of the year in preschool programs. Paper presented at the biennial meeting of the Society for Research in Child Development, Boston. | en_US |
dc.identifier.citedreference | Hedges, L.V., & Hedberg, E.C. ( 2007 ). Intraclass correlation values for planning group‐randomized trials in education. Educational Evaluation and Policy Analysis, 29 ( 1 ), 60 – 87. doi:10.3102/0162373707299706. | en_US |
dc.identifier.citedreference | Improving America's Schools Act of 1994, Pub. L. No. 103‐382, § 1201 ( 1994 ). | en_US |
dc.identifier.citedreference | Ingvarson, L., Meiers, M., & Beavis, A. ( 2005 ). Factors affecting the impact of professional development programs on teachers' knowledge, practice, student outcomes and efficacy. Education Policy Analysis Archives, 13 ( 10 ). | en_US |
dc.identifier.citedreference | Juel, C., & Minden‐Cupp, C. ( 2000 ). Learning to read words: Linguistic units and instructional strategies. Reading Research Quarterly, 35 ( 4 ), 458 – 492. doi:10.1598/RRQ.35.4.2. | en_US |
dc.identifier.citedreference | Kawamoto, K., Houlihan, C.A., Balas, E.A., & Lobach, D.F. ( 2005 ). Improving clinical practice using clinical decision support systems: A systematic review of trials to identify features critical to success. British Medical Journal, 330 ( 7494 ), 765 – 768. doi:10.1136/bmj.38398.500764.8F. | en_US |
dc.identifier.citedreference | Keenan, J.M., Betjemann, R.S., & Olson, R.K. ( 2008 ). Reading comprehension tests vary in the skills they assess: Differential dependence on decoding and oral comprehension. Scientific Studies of Reading, 12 ( 3 ), 281 – 300. doi:10.1080/10888430802132279. | en_US |
dc.identifier.citedreference | Landis, J.R., & Koch, G.G. ( 1977 ). The measurement of observer agreement for categorical data. Biometrics, 33 ( 1 ), 159 – 174. | en_US |
dc.identifier.citedreference | Landry, S.H., Anthony, J.L., Swank, P.R., & Monseque‐Bailey, P. ( 2009 ). Effectiveness of comprehensive professional development for teachers of at‐risk preschoolers. Journal of Educational Psychology, 101 ( 2 ), 448 – 465. doi:10.1037/a0013842. | en_US |
dc.identifier.citedreference | Lee, J., Grigg, W., & Donahue, P. ( 2007 ). The nation's report card: Reading 2007: National Assessment of Educational Progress at grades 4 and 8 (NCES 2007‐496). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Retrieved February 27, 2011, from nces.ed.govpubsearchpubsinfo.asppubid2007496. | en_US |
dc.identifier.citedreference | Locke, J.L. ( 1993 ). The child's path to spoken language. Cambridge, MA: Harvard University Press. | en_US |
dc.identifier.citedreference | MacGinitie, W.H., MacGinitie, R.K., Maria, K., & Dreyer, L.G. ( 2006 ). Gates‐MacGinitie reading tests ( 4th ed. ) [Kit]. Itasca, IL: Riverside. | en_US |
dc.identifier.citedreference | McClelland, M.M., Cameron, C.E., Connor, C.M., Farris, C.L., Jewkes, A.M., & Morrison, F.J. ( 2007 ). Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills. Developmental Psychology, 43 ( 4 ), 947 – 959. doi:10.1037/0012‐1649.43.4.947. | en_US |
dc.identifier.citedreference | Morrison, F.J., Bachman, H.J., & Connor, C.M. ( 2005 ). Improving literacy in America: Guidelines from research. New Haven, CT: Yale University Press. | en_US |
dc.identifier.citedreference | National Assessment Governing Board. ( 2006 ). Reading framework for the 2007 National Assessment of Educational Progress. Washington, DC: U.S. Department of Education. | en_US |
dc.identifier.citedreference | National Hurricane Center. ( 2009 ). Technical summary of the National Hurricane Center track and intensity models ( Rev. ed. ). Miami, FL: National Hurricane Center, National Centers for Environmental Prediction, NOAA/National Weather Service. Retrieved February 27, 2011, from www.nhc.noaa.govmodelsummary.shtml. | en_US |
dc.identifier.citedreference | National Institute of Child Health and Human Development. ( 2000 ). Report of the National Reading Panel. Teaching children to read: An evidence‐based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00‐4769). Washington, DC: U.S. Government Printing Office. | en_US |
dc.identifier.citedreference | NICHD Early Child Care Research Network. ( 2004 ). Multiple pathways to early academic achievement. Harvard Educational Review, 74 ( 1 ), 1 – 29. | en_US |
dc.identifier.citedreference | Open Court Reading [Curriculum ]. ( 2008 ). Washington, DC: IES What Works Clearinghouse. Retrieved July 19, 2009, from ies.ed.govnceewwcreportsbeginning_readingopen_court. | en_US |
dc.identifier.citedreference | Perfetti, C.A. ( 2008, April ). Reading comprehension: A conceptual framework from word meaning to text meaning. Paper presented at the Assessing Reading in the 21st Century Conference, Philadelphia. | en_US |
dc.identifier.citedreference | Perfetti, C.A., Landi, N., & Oakhill, J. ( 2005 ). The acquisition of reading comprehension skill. In M.J. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 227 – 247 ). Malden, MA: Blackwell. | en_US |
dc.identifier.citedreference | Pianta, R.C., Belsky, J., Houts, R., & Morrison, F. ( 2007 ). Opportunities to learn in America's elementary classrooms. Science, 315 ( 5820 ), 1795 – 1796. | en_US |
dc.identifier.citedreference | Pianta, R.C., La Paro, K.M., Payne, C., Cox, M.J., & Bradley, R. ( 2002 ). The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes. The Elementary School Journal, 102 ( 3 ), 225 – 238. | en_US |
dc.identifier.citedreference | Pressley, M., & Wharton‐McDonald, R. ( 1997 ). Skilled comprehension and its development through instruction. School Psychology Review, 26 ( 3 ), 448 – 466. | en_US |
dc.identifier.citedreference | Rapp, D.N., van den Broek, P., McMaster, K.L., Kendeou, P., & Espin, C.A. ( 2007 ). Higher‐order comprehension processes in struggling readers: A perspective for research and intervention. Scientific Studies of Reading, 11 ( 4 ), 289 – 312. | en_US |
dc.identifier.citedreference | Raudenbush, S.W. ( 2007, April ). Distinguished Contributions to Education Research Award (2006) lecture: How shall we study the cause and effects of classroom teaching? Paper presented at the annual meeting of the American Educational Research Association, Chicago. | en_US |
dc.identifier.citedreference | Raudenbush, S.W., & Bryk, A.S. ( 2002 ). Hierarchical linear models: Applications and data analysis methods ( 2nd ed. ). Thousand Oaks, CA: Sage. | en_US |
dc.identifier.citedreference | Raudenbush, S., Bryk, A., Cheong, Y., Congdon, R., & du Toit, M. ( 2004 ). HLM 6: Hierarchical linear and nonlinear modeling. Lincolnwood, IL: Scientific Software International. | en_US |
dc.identifier.citedreference | Raudenbush, S.W., & Liu, X. ( 2000 ). Statistical power and optimal design for multisite randomized trials. Psychological Methods, 5 ( 2 ), 199 – 213. | en_US |
dc.identifier.citedreference | Rayner, K., Foorman, B.R., Perfetti, C.A., Pesetsky, D., & Seidenberg, M.S. ( 2001 ). How psychological science informs the teaching of reading. Psychological Science in the Public Interest, 2 ( 2 ), 31 – 74. doi:10.1111/1529‐1006.00004. | en_US |
dc.identifier.citedreference | Roehrig, A.D., Duggar, S.W., Moats, L., Glover, M., & Mincey, B. ( 2008 ). When teachers work to use progress monitoring data to inform literacy instruction: Identifying potential supports and challenges. Remedial and Special Education, 29 ( 6 ), 364 – 382. doi:10.1177/0741932507314021. | en_US |
dc.identifier.citedreference | Rosenthal, R., & Rosnow, R.L. ( 1984 ). Essentials of behavioral research: Methods and data analysis. New York: McGraw‐Hill. | en_US |
dc.identifier.citedreference | Sabatini, J., & Albro, E. (Eds.). (in press). Assessing reading in the 21st century: Aligning and applying advances in the reading and measurement sciences. Lanham, MD: Rowman & Littlefield. | en_US |
dc.identifier.citedreference | Scarborough, H.S. ( 1990 ). Very early language deficits in dyslexic children. Child Development, 61 ( 6 ), 1728 – 1743. | en_US |
dc.identifier.citedreference | Scarborough, H.S. ( 2001 ). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S.B. Neuman & D.K. Dickinson (Eds.), Handbook of early literacy research (pp. 97 – 110 ). New York: Guilford. | en_US |
dc.identifier.citedreference | Shavelson, R.J., & Towne, L. (Eds.). ( 2002 ). Scientific research in education. Washington, DC: National Academy Press. | en_US |
dc.identifier.citedreference | Snow, C.E. ( 2002 ). Reading for understanding: Toward a research and development program in reading comprehension. Santa Monica, CA: RAND. | en_US |
dc.identifier.citedreference | Snow, C.E., Burns, M.S., & Griffin, P. (Eds.). ( 1998 ). Preventing reading difficulties in young children. Washington, DC: National Academy Press. | en_US |
dc.identifier.citedreference | Storch, S.A., & Whitehurst, G.J. ( 2002 ). Oral language and code‐related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38 ( 6 ), 934 – 947. doi:10.1037/0012‐1649.38.6.934. | en_US |
dc.identifier.citedreference | Tomlinson, C.A. ( 2001 ). How to differentiate instruction in mixed‐ability classrooms ( 2nd ed. ). Alexandria, VA: Association for Supervision and Curriculum Development. | en_US |
dc.identifier.citedreference | Torgesen, J.K. ( 2002 ). The prevention of reading difficulties. Journal of School Psychology, 40 ( 1 ), 7 – 26. doi:10.1016/S0022‐4405(01)00092‐9. | en_US |
dc.identifier.citedreference | Tuyay, S., Jennings, L., & Dixon, C. ( 1991 ). Classroom discourse and opportunities to learn: An ethnographic study of knowledge construction in a bilingual third‐grade classroom. Discourse Processes, 19 ( 1 ), 75 – 110. doi:10.1080/01638539109544906. | en_US |
dc.identifier.citedreference | van den Broek, P., Risden, K., Fletcher, C.R., & Thurlow, R. ( 1996 ). A “landscape” view of reading: Fluctuating patterns of activation and the construction of a stable memory representation. In B.K. Britton & A.C. Graesser (Eds.), Models of understanding text (pp. 165 – 187 ). Mahwah, NJ: Erlbaum. | en_US |
dc.identifier.citedreference | Wenger, E., McDermott, R., & Snyder, W.M. ( 2002 ). Cultivating communities of practice: A guide to managing knowledge. Boston: Harvard Business School Press. | en_US |
dc.identifier.citedreference | Wharton‐McDonald, R., Pressley, M., & Hampston, J.M. ( 1998 ). Literacy instruction in nine first‐grade classrooms: Teacher characteristics and student achievement. The Elementary School Journal, 99 ( 2 ), 101 – 128. | en_US |
dc.identifier.citedreference | Williams, J.P., Stafford, K.B., Lauer, K.D., Hall, K.M., & Pollini, S. ( 2009 ). Embedding reading comprehension training in content‐area instruction. Journal of Educational Psychology, 101 ( 1 ), 1 – 20. | en_US |
dc.identifier.citedreference | Willson, V.L., & Rupley, W.H. ( 1997 ). A structural equation model for reading comprehension based on background, phonemic, and strategy knowledge. Scientific Studies of Reading, 1 ( 1 ), 45 – 63. doi:10.1207/s1532799xssr0101_3. | en_US |
dc.identifier.citedreference | Woodcock, R.W., McGrew, K.S., & Mather, N. ( 2001 ). Woodcock‐Johnson III tests of achievement. Itasca, IL: Riverside. | en_US |
dc.identifier.citedreference | Yoshikawa, H., & Hsueh, J. ( 2001 ). Child development and public policy: Toward a dynamic systems perspective. Child Development, 72 ( 6 ), 1887 – 1903. doi:10.1111/1467‐8624.00384. | en_US |
dc.owningcollname | Interdisciplinary and Peer-Reviewed |
Files in this item
Remediation of Harmful Language
The University of Michigan Library aims to describe library materials in a way that respects the people and communities who create, use, and are represented in our collections. Report harmful or offensive language in catalog records, finding aids, or elsewhere in our collections anonymously through our metadata feedback form. More information at Remediation of Harmful Language.
Accessibility
If you are unable to use this file in its current format, please select the Contact Us link and we can modify it to make it more accessible to you.