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Descriptors:
Literacy; Books; Clubs; Student Reaction; Literacy Education; Reading Comprehension; Childrens Literature; Elementary School Students; Elementary School Teachers; Reading; Reading Instruction; Grade 2; Grade 3; Early Childhood Education; Emergent Literacy; Writing Instruction; Childrens Writing

Abstract:
This article positions a view of student responses with relation to current literacy expectations. Student responses to a single book, "The Egypt Game," are explored. The responses are analysed from a group and individual student perspectives. The responses demonstrate the complex understandings that young students created about this book. Connections to current classroom practices are explored. (Contains 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:
Learning Disabilities; State Standards; Guidance; Special Education Teachers; Elementary School Students; Elementary School Teachers; Teacher Expectations of Students; Academic Standards; Reading Instruction; Reading Tests; Language Arts

Abstract:
The K-5 reading standards within the English Language Arts Common Core State Standards provide guidance to teachers about grade level expectations for students. Though the authors of the standards acknowledge that some students may experience difficulty reaching the rigorous expectations, they explain that the standards outline a pathway to proficiency for all students, including those who struggle with literacy. Students with learning disabilities, who often have significant literacy difficulties, may face particular challenges when their instruction is framed by these standards. This article unpacks the complex K-5 reading standards and provides a discussion of the implications for students with learning disabilities and their general and special education teachers. Examples from K-5 lessons and recommendations for teachers and researchers are provided. (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:
Self Efficacy; Intervention; Reading Instruction; Grade 7; Reading Motivation; Reading; Reading Achievement; Adolescents; Middle School Students; Correlation; Measurement; Reading Teachers; Language Arts; Control Groups; Experimental Groups; Structural Equation Models; Reading Comprehension

Abstract:
This study modeled the interrelationships of reading instruction, motivation, engagement, and achievement in two contexts, employing data from 1,159 seventh graders. In the traditional reading/language arts (R/LA) context, all students participated in traditional R/LA instruction. In the intervention R/LA context, 854 students from the full sample received Concept-Oriented Reading Instruction (CORI) while the remainder continued to receive traditional R/LA. CORI emphasizes support for reading motivation, reading engagement, and cognitive strategies for reading informational text. Seven motivation constructs were included: four motivations that are usually positively associated with achievement (intrinsic motivation, self-efficacy, valuing, and prosocial goals) and three motivations that are usually negatively associated with achievement (perceived difficulty, devaluing, and antisocial goals). Reading engagement was also represented by positive and negative constructs, namely dedication to and avoidance of reading. Gender, ethnicity, and income were statistically controlled in all analyses. In the traditional R/LA context, a total network model prevailed, in which motivation was associated with achievement both directly and indirectly through engagement. In contrast, in the intervention R/LA context, a dual-effects model prevailed, in which engagement and achievement were separate outcomes of instruction and motivation. The intervention R/LA context analyses revealed that CORI was associated with positive changes in motivation, engagement, and achievement relative to traditional R/LA instruction. The discussion explains why there were different relations in the two instructional contexts and demonstrates the importance of simultaneously examining both positive (affirming) and negative (undermining) forms of motivation and engagement. (Contains 2 tables, 3 figures, 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:
Literacy; Foreign Countries; Control Groups; Phonemes; Rhyme; Reading Instruction; Computer Assisted Instruction; Reading; Intervention; Comparative Analysis; Reading Difficulties; Young Children; Literacy Education; Spelling; Phoneme Grapheme Correspondence; Phonics; Phonemic Awareness; Phonological Awareness; Effect Size; Pretests Posttests; Grade 2; Elementary School Students

Abstract:
We report an empirical comparison of the effectiveness of two theoretically motivated computer-assisted reading interventions (CARI) based on the Finnish GraphoGame CARI: English GraphoGame Rime (GG Rime) and English GraphoGame Phoneme (GG Phoneme). Participants were 6-7-year-old students who had been identified by their teachers as being relatively poor at reading. The students were divided into three groups. Two of the groups played one of the games as a supplement to normal classroom literacy instruction for five sessions per week for a period of 12 weeks. The third group formed an untreated control. Both games led to gains in reading, spelling, and phonological skills in comparison with the untreated control group. The two interventions also had some differential effects. The intervention gains were maintained at a four-month follow-up. (Contains 4 tables, 2 figures, 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:
Writing (Composition); Reading Instruction; Writing Instruction; Writing Strategies; Writing Processes; Sentences; Vocabulary; Educational Practices; Teaching Methods

Abstract:
When instructing reading and composition, teachers should have students write down dictated vocabulary, short phrases, simple sentences, etc., occasionally modifying these, in order to deepen their understanding of how "kana" (i.e., phonetic characters) and vocabulary are used. This can be broken down into the following four activities: (1) Transcribing dictated vocabulary; (2) Transcribing dictated short phrases; (3) Transcribing dictated simple sentences; and (4) Modifying simple sentences. However, dictation practice is limited to the first two activities [of transcribing vocabulary and short phrases], and no attention is paid to the other activities, with the result that the relation between reading and composition instruction becomes [as disconnected] as described in the early part of this article. Thus, the main argument the author wishes to pursue will be made by focusing on the third and fourth activities [transcribing dictated simple sentences and modifying simple sentences]. (Contains 2 footnotes.) 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:
Academically Gifted; Reading Achievement; Reading Instruction; Elementary School Students; Reading Comprehension; Reading Fluency; Magnet Schools; Scores; Talent; Oral Reading; Reading Tests; Individualized Instruction; Teaching Methods

Abstract:
This research examined the range of reading fluency and comprehension scores of 1,149 students in five diverse elementary schools, including a gifted and talented magnet school. Results revealed a range in reading comprehension across all schools of 9.2 grade levels in Grade 3, 11.3 in Grade 4, and 11.6 in Grade 5. A similar wide range of oral reading fluency scores was found across all elementary schools, as students scored from below the 10th percentile to above the 90th percentile. These results demonstrate the wide range of reading achievement in diverse populations of students, including gifted students, and the need for teachers to differentiate both reading content and instruction to enable all students to make continuous progress in reading. (Contains 5 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:
School Personnel; Reading Fluency; Emergent Literacy; Psychometrics; Equated Scores; Grade 2; Oral Reading; Elementary School Students; Factor Analysis; Measurement; Scores; Comparative Analysis; Error of Measurement; True Scores; Test Construction; Curriculum Based Assessment; Literacy; Validity; Reading Instruction; Reading Programs

Abstract:
Lack of psychometric equivalence of oral reading fluency (ORF) passages used within a grade for screening and progress monitoring has recently become an issue with calls for the use of equating methods to ensure equivalence. To investigate the nature of the nonequivalence and to guide the choice of equating method to correct for nonequivalence, the authors fit linear and nonlinear confirmatory factor analytic measurement models to Dynamic Indicators of Basic Early Literacy Skills (DIBELS) second-grade ORF passages routinely used for spring testing. They found evidence of nonlinear relations among passage scores that indicated equipercentile equating would be the best choice of equating method compared with mean or linear equating. The standard error of equating (SEE) with a sample of 600 participants was acceptable and less then two correct words per minute for equated scores from 0 to 150, which covers 95% and the useful range of scores. Consistent with the small SEE, the equating table also successfully removed all form differences in an independent sample of second graders. Given the widespread adoption of DIBELS in thousands of schools serving millions of students, equating all passages within a grade would substantially improve the quality of the tool and dramatically lower the assessment burden on school personnel. (Contains 5 tables and 5 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:
Disabilities; Individualized Instruction; Response to Intervention; Benchmarking; Reading Instruction; Reading Programs; Screening Tests; Curriculum Based Assessment; Progress Monitoring; Models; Program Effectiveness; Outcomes of Education; Program Implementation; Program Descriptions; Elementary Schools; Time Factors (Learning); Teacher Surveys; Special Education; Program Design; Accessibility (for Disabled)

Abstract:
This article describes how a purposeful sample of 62 elementary schools from 17 states implemented a Response to Intervention (RtI) framework for reading. School informants answered surveys and were interviewed about differentiated instruction in Tier 1, screening/benchmarking, where Tier 2 interventions were located, typical group size and the minutes/day of intervention in Tiers 2 and 3 groups, and how students with individualized educational programs (IEPs) in reading were served in the school's RtI model. Schools reported using differentiated instruction in Tier 1, favored curriculum-based measures for screening/benchmarking and progress monitoring, reported more intensive interventions and more progress monitoring in Tier 3, and used a wide variety of models for serving students with IEPs within the schools' RtI models. (Contains 3 tables and 5 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:
Reading Achievement; Program Effectiveness; Intervention; Kindergarten; Experimental Groups; Beginning Reading; Reading Difficulties; Control Groups; Reading Instruction; At Risk Students; Hierarchical Linear Modeling; Young Children; Decoding (Reading); Effect Size; Reading Skills; Gender Differences; Comparative Analysis; Teaching Methods; Racial Differences

Abstract:
The purpose of this varied replication study was to evaluate the effects of a supplemental reading intervention on the beginning reading performance of kindergarten students in a different geographical location and in a different instructional context from the initial randomized trial. A second purpose was to investigate whether students who received the intervention across both the initial and replication studies demonstrated similar learning outcomes. Kindergarten students (n = 162) identified as at risk of reading difficulty from 48 classrooms were assigned randomly at the classroom level either to a commercial program (i.e., Early Reading Intervention; Pearson/Scott Foresman, 2004) that included explicit/systematic instruction (experimental group) or school-designed typical practice intervention (comparison group). Both interventions were taught by classroom teachers for 30 min per day in small groups for approximately 100 sessions. Multilevel hierarchical linear analyses revealed no statistically significant differences between conditions on any measure. Combined analyses that included students from both the initial and replication studies suggested that differences in the impact of the intervention across studies were largely explained by mean differences in the comparison group students' response to school-designed intervention. (Contains 10 tables, 1 figure, and 1 footnote.) 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:
State Standards; Reading Instruction; Vocabulary Development; Teaching Methods; Educational Technology; Telecommunications; Handheld Devices; Reading Comprehension

Abstract:
Supplementing classroom reading with smartphones can develop better vocabulary knowledge, comprehension, technology skills, and writing. This article connects smartphones to reading complex, informational text and the Common Core State Standards (CCSS). The author suggests that smartphones motivate, scaffold comprehension, and invite investigations that allow students to engage with authors, illustrators, and each other in ways that invite deep and thoughtful reading. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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