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Descriptors:
Academic Achievement; Teacher Effectiveness; Reading Fluency; Educational Research; Grade 3; Grade 1; Twins; Comparative Analysis; Models; Oral Reading; Reading; Grade 2; Elementary School Students; Inferences; Experiments; Scores; Quasiexperimental Design; Measures (Individuals)

Abstract:
This study introduces a co-twin control method commonly used in the medical literature but not often within educational research. This method allows for a comparison of twins discordant for an "exposure," approximating alternative outcomes in the counterfactual model. Example analyses use data drawn from the Florida Twin Project on Reading to determine whether exposure to "teacher quality," measured by growth in oral reading fluency (ORF) scores of classmates, causally affects ORF performance of twins in the subsequent years. The analysis highlights PROC MIXED in SAS, including a novel expansion to allow for the nested data. Results from 2,788 twins suggested that being in classrooms with lower teacher quality in first grade leads to lower ORF scores in second and third grade with little indication of possible genetic or environmental confounding. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Behavior; Attention Span; Phonological Awareness; Factor Analysis; Memory; Kindergarten; Literacy; Reading Skills; Teaching Methods; Word Recognition; Beginning Reading; Prediction; Vocabulary Development; Individualized Instruction; Interaction; Rating Scales; Scores; Attention Deficit Hyperactivity Disorder

Abstract:
The role of student attention for predicting kindergarten word reading was investigated among 432 students. Using "Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Rating Scale" behavior rating scores, the authors conducted an exploratory factor analysis, which yielded three distinct factors that reflected selective attention. In this study, the authors focused on the role of one of these factors, which they labeled "attention-memory", for predicting reading performance. Teacher ratings of attention-memory predicted word reading above and beyond the contribution of phonological awareness and vocabulary knowledge. In addition, the relations between four teacher practices and attention ratings for predicting reading performance were examined. Using hierarchical linear modeling, the authors found significant interactions between student attention and teacher practices observed during literacy instruction. In general, as ratings of attention improved, better kindergarten word reading performance was associated with high levels of classroom behavior management. However, better word reading performance was not associated with high levels of teacher task orienting. A significant three-way interaction was also found among attention, individualized instruction, and teacher task redirections. The role of regulating kindergarten student attention to support beginning word reading skill development is discussed. (Contains 4 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Emergent Literacy; Reading Skills; Kindergarten; Etiology; Phonological Awareness; Decoding (Reading); Prereading Experience; Twins; Literacy; Genetics; Environmental Influences; Statistical Analysis; Naming; Reading Fluency; Phonemic Awareness; Correlation; Evidence

Abstract:
Understanding how the etiology of print awareness and phonological awareness are related to the etiology of decoding can provide insights into the development of word reading. To address this issue, we examined the degree of overlap among etiological influences of prereading skills in 1,252 twin pairs in kindergarten. Genetic, shared environmental, and nonshared environmental factors were significant for all three literacy phenotypes. The majority of genetic and shared environmental influence on decoding was due to common factors that included print awareness and phonological awareness. Notably, only a single genetic factor contributed to all three literacy phenotypes, but there was additional shared environmental influence common to phonological awareness and decoding. Findings suggest commonalities in the etiology of prereading literacy skills that could inform work on the development of reading skill. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Grade 4; Intervention; Supplementary Education; Supplementary Reading Materials; At Risk Students; Response to Intervention; Expository Writing; Reading Fluency; Science Materials; Reading Comprehension; Control Groups; Experimental Groups; Comparative Analysis; Pretests Posttests; Program Effectiveness; Achievement Gains; Improvement Programs; Reading Improvement

Abstract:
This study investigated a Tier 2 intervention in the context of a response-to-intervention (RTI) model for 123 fourth-grade students identified as having a high probability of reading failure. A randomized control trial was used to evaluate the effects of a 24-session multicomponent supplemental intervention targeting fluency and expository comprehension of science texts. Intervention students performed significantly higher on science knowledge and comprehension strategy knowledge and use, but not on word reading, fluency, or other measures of reading comprehension. Moderators of intervention effects were also examined; children at higher risk in the intervention condition appeared to benefit more in comparison to lower probability children in intervention and compared to higher probability children in the control condition. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Instructional Effectiveness; Professional Development; Validity; Grade 3; Grade 2; Elementary School Teachers; Writing Instruction; Teaching Methods; Writing Strategies; Essays; College School Cooperation; Evidence; Models; Prevention; Academic Achievement; Student Behavior; Social Development; Teacher Attitudes; Student Attitudes; Rural Schools

Abstract:
In this randomized controlled study, 20 second- and third-grade teachers participated in practice-based professional development in strategies instruction in either story or opinion essay writing, using the Self-Regulated Strategies Development (SRSD) instructional model. These teachers worked in schools collaborating with a local university to implement an evidence-based, three-tiered model of prevention and supports targeting academic, behavioral, and social goals. The authors examined the effects of intensive practice-based professional development and follow-up support on the writing of second- and third-grade students in terms of quality, length, and inclusion of basic genre elements; integrity of SRSD instruction; and teacher and student judgments of the social validity of SRSD. Whole-class (Tier 1), teacher-implemented SRSD instruction resulted in significant and meaningful changes in student writing outcomes for story and opinion essay writing. Teachers implemented SRSD with fidelity, and SRSD was viewed as socially valid by teachers and students. Limitations of this study and directions for future research are discussed. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Strategies; Public School Teachers; Individualized Programs; Grade 4; Special Needs Students; Reading Difficulties; Individualized Education Programs; Intermediate Grades; Response to Intervention; Reading Comprehension; Reading; Reading Processes

Abstract:
To implement Response to Intervention with intermediate-grade struggling readers, there is a need for interventions that are responsive to individual student needs, and sufficiently comprehensive to support the many dimensions of the reading process. This research examined the efficacy of such an intervention, the Interactive Strategies Approach-Extended (ISA-X), which was provided by public school teachers in a daily, one-to-one format to grade 4 struggling readers with individualized education programs. Half the students received the intervention in the fall semester while the others served as a wait-list control group who received the intervention in the spring. After the fall intervention, struggling readers had significantly higher scores than control students on measures of reading comprehension and accuracy; effects on New York State's high-stakes language arts assessment approached significance. Regression analyses showed significant intervention effects on measures of basic reading skills and social studies vocabulary; effects on a measure of fluency were not significant. (Contains 3 tables and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Preschool Education; Expressive Language; Attendance; Teacher Student Relationship; At Risk Students; Educational Quality; Educational Policy; Language Acquisition; Preschool Children

Abstract:
The present research examines whether children's daily attendance rates would be predictive of gains in expressive language within the context of high-quality preschool classrooms. The quality of preschool classrooms was assessed by measuring the quality of the teacher's interactions with the children in his or her classroom. Hierarchical linear models, nesting children within classroom, were used to examine children's growth in expressive language in two independent samples (n = 129 children in 14 classrooms; n = 160 children in 46 classrooms). Results showed positive relations between daily attendance and language gains for children enrolled in higher quality preschool classrooms. Findings suggest that at-risk children who are rarely absent from high-quality preschool classrooms show accelerated expressive language growth, thus indicating that preschool attendance is an important factor to consider in future research and policy decisions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Difficulties; Early Intervention; Grade 1; Response to Intervention; Disability Identification; Screening Tests; Item Analysis; At Risk Students; Predictor Variables; Models; Item Response Theory; Outcome Measures; Achievement Gains; Parochial Schools; Educational Diagnosis; Testing Programs

Abstract:
Models of Response to Intervention (RTI) include parameters of assessment and instruction. This study focuses on assessment with the purpose of developing a screening battery that validly and efficiently identifies first-grade children at risk for reading problems. In an RTI model, these children would be candidates for early intervention. We examined accuracy, fluency, growth, and teacher rating measures as predictors of child status (at risk, not at risk) at the end of the school year based on an unselected sample of 243 children. The prediction model that best fit our selection criteria included 2 word-fluency measures and a teacher rating of reading problems. Word-fluency growth was an equally plausible choice statistically, but, because the measure would require an additional data point, it was not the most efficient choice. The receiver-operator characteristic curve analysis yielded an area-under-the-curve index of 0.96, which indicates the selected 3-variable model is highly accurate. (Contains 1 figure, 4 tables, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Control Groups; Writing Difficulties; Writing (Composition); Intervention; Writing Strategies; Opinions; Essays; Instructional Effectiveness; Independent Study; Self Control; Grade 2; Elementary School Students; Behavior Problems; Writing Skills; Comparative Analysis; Teaching Methods; Emotional Disturbances; Inclusion; Learner Engagement

Abstract:
We examined the extent to which strategies instruction, using the Self-Regulated Strategy Development (SRSD) model, would enhance the writing, engagement during writing, and behavior of 44 second-grade students identified as having behavioral and writing difficulties. This study occurred within a comprehensive, integrated, three-tiered model of prevention that included behavioral, social, and academic components. Students were randomly assigned to an experimental or control condition. Students in the experimental condition received SRSD as a Tier 2 intervention. They were individually taught strategies for planning and composing, first for opinion essays and then for stories. Students met with their instructor 3 to 4 times per week for 30-min sessions, spending 3 to 4 1/2 weeks in intervention for each genre. Students in the control group received the regular writing program. SRSD instructed students made significantly greater gains in writing quality and composition elements than control students for both opinion essays and stories. Students in the experimental condition also made greater gains than controls in academic engagement when writing opinion essays in their regular classroom. Transfer and behavioral effects, however, were limited. Implications are discussed. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Preschool Education; Peer Influence; Language Skills; Preschool Children; Peer Relationship; Language Acquisition; Interaction; At Risk Students; Child Development

Abstract:
With an increasing number of young children participating in preschool education, this study determined whether peer effects are present in this earliest sector of schooling. Specifically, this work examined whether peer effects were influential to preschoolers' growth in language skills over an academic year and whether peer effects manifest differently based on children's status in reference to their peers. Peer effects were assessed for 338 children in 49 classrooms. A significant interaction between the language skills of children's classmates and children's fall language skills indicated that peer effects were strongest for children with low language skills who were in classrooms that served children with relatively low skill levels, on average. Findings further showed that reference status, or children's relative standing to their peers, has the greater consequence for children with very low language skills in relation to their peers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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