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Descriptors:
Reading Comprehension; Reading Fluency; Early Reading; Phonemics; Structural Equation Models; Grade 2; Reading Rate; Reading Instruction; Reading Skills; Oral Reading; Phoneme Grapheme Correspondence; Decoding (Reading); Elementary School Students

Abstract:
Despite the recent attention to text reading fluency, few studies have studied the construct of oral reading rate and accuracy in connected text in a model that simultaneously examines many of the important variables in a multi-leveled fashion with young readers. Using Structural Equation Modeling, this study examined the measurement and structural relations of the rate and accuracy of variables important in early reading: phonemic blending, letter sounds, phonograms, decoding, single-word reading, reading comprehension, and text reading as well as reading comprehension among second grade readers. The effects from phonemic blending fluency and letter sound fluency to decoding were completely mediated by phonogram fluency, decoding fluency, single-word reading fluency, and reading comprehension had direct effects on the text reading fluency of the second grade students. Understanding the relationship among the many component skills of readers early in their reading development is important because a deficiency in any of the component skills has the potential to affect the development of other skills and, ultimately, the development of the child as a proficient reader. 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:
Direct Instruction; Phonology; Phonological Awareness; Validity; Preschool Children; Phonemic Awareness; Comparative Analysis; Task Analysis; Reliability; Evaluation Methods; Educational Administration; Disabilities

Abstract:
The goal of the current study was to compare two forms of dynamic assessment and standard assessment of preschool children's phonological awareness. The first form of dynamic assessment was a form of scaffolding in which item formats were modified in response to an error so as to make the task easier or more explicit. The second form of dynamic assessment was direct instruction of the phonological awareness tasks. The results indicate that preschool children's phonological awareness can be assessed using standard assessment procedures, provided the items require processing units larger than the individual phoneme. No advantage was found in reliability or validity for either dynamic assessment condition relative to the standard assessment condition. Dynamic assessment does not appear to improve reliability or validity of phonological awareness assessments when preschool children are given tasks that they can perform using standard administration procedures. (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:
Reading Comprehension; Beginning Reading; Reading Instruction; Teaching Methods; Primary Education; Kindergarten; Grade 1; Grade 2; Grade 3; Reading Strategies; Text Structure; Discussion (Teaching Technique); Reading Material Selection; Learner Engagement; Student Motivation; Evidence; Educational Research

Abstract:
Strong reading comprehension skills are central not only to academic and professional success, but also to a productive social and civic life. These skills build the capacity to learn independently, to absorb information on a variety of topics, to enjoy reading, and to experience literature more deeply. Despite the growing demand for highly educated workers in today's information- and service-related economies, the proportion of American adults classified as "below basic" readers remained remarkably constant between 1992 and 2003. This guide, developed by a panel of experts, presents a set of evidence-based practices that teachers and other educators can use to successfully teach reading comprehension to young readers. The panel believes that students who read with understanding at an early age gain access to a broader range of texts, knowledge, and educational opportunities, making early reading comprehension instruction particularly critical. The guide also describes the evidence that supports the practices and gives examples of how they can be implemented in the classroom. Appendices include: (1) Postscript from the Institute of Education Sciences; (2) About the Authors; (3) Disclosure of Potential Conflicts of Interest; and (4) Rationale for Evidence Ratings. (Contains 11 tables, 1 figure and 214 endnotes.) 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:
Small Group Instruction; Reading Comprehension; Reading Difficulties; Intervention; Early Reading; Phonemics; Reading Programs; Phonemic Awareness; At Risk Students; Program Effectiveness; Computer Assisted Instruction; Prevention; Comparative Analysis; Decoding (Reading); Reading Skills; Elementary School Students

Abstract:
The relative effectiveness of two computer-assisted instructional programs designed to provide instruction and practice in foundational reading skills was examined. First-grade students at risk for reading disabilities received approximately 80 h of small-group instruction in four 50-min sessions per week from October through May. Approximately half of the instruction was delivered by specially trained teachers to prepare students for their work on the computer, and half was delivered by the computer programs. At the end of first grade, there were no differences in student reading performance between students assigned to the different intervention conditions, but the combined-intervention students performed significantly better than control students who had been exposed to their school's normal reading program. Significant differences were obtained for phonemic awareness, phonemic decoding, reading accuracy, rapid automatic naming, and reading comprehension. A follow-up test at the end of second grade showed a similar pattern of differences, although only differences in phonemic awareness, phonemic decoding, and rapid naming remained statistically reliable. 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; Intervention; Reading Difficulties; Special Needs Students; High School Students; Reading Achievement; Grade 9

Abstract:
The purpose of this research was to explore the relative effectiveness of intensive reading interventions for struggling high school readers. A yearlong randomized control study was conducted to estimate causal effects, as measured by the criterion-referenced state assessment test, for 1,265 ninth-grade students in 89 classes across 7 high schools in a large school district. Students in the high risk group and the moderate risk group were randomly assigned to one of four intensive reading interventions (three new interventions and a "business as usual" control condition.) Results indicated that for all four interventions, gains made by students in the high risk group exceeded the benchmark for expected annual growth. For the moderate risk group, random effects mixed modeling showed that reliable differences were observed in the state outcome gain scores between two of the intensive interventions and the "business as usual" control condition (Glass's adjusted [delta] = 0.27, 0.30). (Contains 3 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 Fluency; Reading Rate; Sight Vocabulary; Cognitive Structures; Memory; Morphology (Languages); Phonology; Orthographic Symbols; Holistic Approach

Abstract:
Reading fluency is commonly defined as reading accurately at a quick rate with appropriate prosody--a simple sounding definition. In fact, this definition hides complex processes and skills needed to produce the seemingly effortless performance of a fluent reader. Using both theory and empirical research, the presence and role of underlying processes and knowledge such as decoding fluency, processing speed, vocabulary, letter sound fluency, and sight word fluency are discussed. In doing this, we explain the elements needed for fluent reading and how they relate to each other in a multilayered fashion in young readers, and discuss the implications of this model in the development and assessment of reading fluency. (Contains 4 figures and 1 table.) 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:
Intervention; Knowledge Level; Literacy; Professional Development; Reading Instruction; Principals; Resource Allocation; Adolescents; Observation; Instructional Improvement; Reading Fluency; Student Motivation; Learner Engagement

Abstract:
The purpose of this "Adolescent Literacy Walk-Through for Principals" ("ALWP") is to help principals monitor and support adolescent literacy instruction in their schools more effectively. To meet the goals of improving adolescent literacy in grades four through twelve, principals must be familiar with what literacy instruction should include and how to assess the quality of classroom literacy instruction quickly and effectively. The "ALWP" can be used to build a secondary school leader's literacy knowledge and to provide guidelines for structuring schoolwide professional development. As they work with teachers to improve instruction, school leaders could use this guide to help monitor literacy instruction in (1) late elementary school, (2) content-area classes in middle and high school, and (3) intervention groups or classes. The information gathered may be useful in planning and implementing ongoing professional development to support effective literacy instruction in individual classrooms and across grade levels and subject areas. This document assumes more than a beginning level of knowledge of reading and reading instruction. It summarizes research in adolescent literacy instruction and provides a resource to help convey the messages of state policy and research-based reading instruction through templates that principals may use. This "ALWP" is offered as a scaffold to build principals' understanding of scientifically based reading instruction, both as a means for gathering information about the quality of literacy and reading intervention instruction in a school, and as a data collection guide for planning targeted professional development and resource allocation. Policies and materials to support policies can influence classroom implementation when (1) teachers have opportunity to learn what the policy means for their practice, (2) there is coherent interpretation within the state framework of policies, but also from the classroom to the state level, and (3) support is available for innovation, even when it requires considerable effort (Cohen & Hill, 2001). (Contains 2 tables.) [For related report, "Eight Scenarios Illustrating the Adolescent Literacy Walk-Through for Principals," see ED521605.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (301K)

Descriptors:
Adolescents; Literacy; Educational Strategies; Educational Improvement; Elementary Secondary Education; Intervention; Reading Achievement; Reading Difficulties

Abstract:
The goal of this practice guide is to formulate specific and coherent evidence-based recommendations that educators can use to improve literacy levels among adolescents in upper elementary, middle, and high schools. The target audience is teachers and other school personnel with direct contact with students, such as coaches, counselors, and principals. The guide includes specific recommendations for educators and the quality of evidence that supports these recommendations. The first three recommendations are strategies that classroom teachers can incorporate into their instruction to help students gain more from their reading tasks in content-area classes. The fourth recommendation offers strategies for improving student motivation for and engagement with learning. Together, the recommendations are designed to address the literacy needs of all adolescent learners. The fifth recommendation refers specifically to adolescent struggling readers, those students whose poor literacy skills weaken their ability to make sense of written material. Four appendixes are included: (1) Postscript from the Institute of Education Sciences; (2) About the Authors; (3) Disclosure of Potential Conflicts of Interest; and (4) Technical Information on the Studies. (Contains 161 footnotes and 2 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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 ERIC Full Text (1282K)

Descriptors:
Elementary Secondary Education; Reading Improvement; Learning Disabilities; Grade 4; Literacy; Reading Instruction; Grade 8; Reading Fluency; Vocabulary Development; Reading Comprehension; Reading Motivation; Special Education; Adolescents; Reading Strategies

Abstract:
Over a quarter of 8th-grade students and more than one-third of 4th graders do not read well enough to understand important concepts and acquire new knowledge from grade-level text. For students with learning disabilities, the numbers are more troubling. This article describes features of evidence-based instruction for students who continue to struggle with reading in late elementary, middle, and high school. Recommendations are organized into 5 areas that are critical to the reading improvement of older struggling readers: (1) word study, (2) fluency, (3) vocabulary, (4) comprehension, and (5) motivation. Much of the content in this article reflects our efforts with the Special Education and Reading Strands at the National Center on Instruction, funded by the Office of Special Education Programs and the Office of Elementary and Secondary Education. Two reports, both available at http://www.centeroninstruction.org/, have particular relevance--"Interventions for Adolescent Struggling Readers: A Meta-Analysis with Implications for Practice" and "Academic Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction." 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 Comprehension; Reading Fluency; Reading Achievement; Reading Tests; Grade 3; Reading Skills; Beginning Reading; Test Validity; Predictor Variables; Federal Programs; Correlation; Reading Programs

Abstract:
We evaluated the validity of DIBELS ("Dynamic Indicators of Basic Early Literacy Skills") ORF ("Oral Reading Fluency") for predicting performance on the "Florida Comprehensive Assessment Test" (FCAT-SSS) and "Stanford Achievement Test" (SAT-10) reading comprehension measures. The usefulness of previously established ORF risk-level cutoffs [Good, R.H., Simmons, D.C., and Kame'enui, E.J. (2001). "The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes." "Scientific Studies of Reading," 5, 257-288.] for third grade students were evaluated on calibration (n[subscript S1] = 16,539) and cross-validation (n[subscript S2] = 16,908) samples representative of Florida's "Reading First" population. The strongest correlations were the third (February/March) administration of ORF with both FCAT-SSS and SAT-10 (r[subscript S] = 0.70-0.71), when the three tests were administered concurrently. Recalibrated ORF risk-level cut scores derived from ROC (receiver-operating characteristic) curve analyses produced more accurate identification of true positives than previously established benchmarks. The recalibrated risk-level cut scores predict performance on the FCAT-SSS equally well for students from different socio-economic, language, and race/ethnicity categories. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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