ERIC Number: ED443086
Record Type: RIE
Publication Date: 2000-Apr
Narrowing the Gap in Reading: Instructional Promise and Peril.
Griffin, Elizabeth A.
The study evaluates the influence of time devoted to reading-related classroom experiences on reading achievement for first grade children with lower versus higher IQ scores. Initially, it was anticipated that lower IQ children in classrooms with more time allocated to reading-related activities would make greater gains in word decoding skill than their low IQ peers in classrooms with less time allocated. The results led to a refinement of the initial hypothesis. Based on preliminary analyses, a model of reading instruction was developed that distinguishes time devoted to teacher-directed activities from time spent in child-directed activities (primarily silent sustained reading). Each type of reading experience had significant effects on growth in word decoding skill for first grade children, but these effects were not evenly distributed by IQ group. In fact, the results suggest that child-directed activities, the predominant type of reading experience (at least in the school district studied), differentially contributed to the growth in word decoding skill for high IQ children. Teacher-directed activities, by contrast, had markedly greater effects on low IQ children's growth in word decoding skill. (Contains 12 references, 6 tables and 2 figures of data.) (Author/RS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).