Reading First kindergarten classroom instruction and students' growth in phonological awareness and letter naming-decoding fluency

被引：57

作者：

Al Otaiba, Stephanie ^{[1
]}

Connor, Carol ^{[1
]}

Lane, Holly ^{[2
]}

Kosanovich, Marcia L. ^{[1
]}

Schatschneider, Chris ^{[1
]}

Dyrlund, Allison K. ^{[1
]}

Miller, Melissa S. ^{[2
]}

Wright, Tyran L. ^{[2
]}

机构：

[1] Florida State Univ, Florida Ctr Reading Res, Tallahassee, FL 32306 USA

[2] Univ Florida, Gainesville, FL 32611 USA

来源：

JOURNAL OF SCHOOL PSYCHOLOGY | 2008年 / 46卷 / 03期

关键词：

classroom reading instruction; at-risk beginning reader; kindergarten; Reading First; high poverty schools;

D O I：

10.1016/j.jsp.2007.06.002

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

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. (c) 2007 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

引用

页码：281 / 314

页数：34

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