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ERIC Number: EJ1010621
Record Type: Journal
Publication Date: 2013-May
Pages: 18
Abstractor: As Provided
Reference Count: 52
ISBN: N/A
ISSN: ISSN-0022-2194
The Effects and Interactions of Student, Teacher, and Setting Variables on Reading Outcomes for Kindergarteners Receiving Supplemental Reading Intervention
Hagan-Burke, Shanna; Coyne, Michael D.; Kwok, Oi-man; Simmons, Deborah C.; Kim, Minjung; Simmons, Leslie E.; Skidmore, Susan T.; Hernandez, Caitlin L.; McSparran Ruby, Maureen
Journal of Learning Disabilities, v46 n3 p260-277 May 2013
This exploratory study examined the influences of student, teacher, and setting characteristics on kindergarteners' early reading outcomes and investigated whether those relations were moderated by type of intervention. Participants included 206 kindergarteners identified as at risk for reading difficulties and randomly assigned to one of two supplemental interventions: (a) an experimental explicit, systematic, code-based program or (b) their schools' typical kindergarten reading intervention. Results from separate multilevel structural equation models indicated that among student variables, entry-level alphabet knowledge was positively associated with phonemic and decoding outcomes in both conditions. Entry-level rapid automatized naming also positively influenced decoding outcomes in both conditions. However, its effect on phonemic outcomes was statistically significant only among children in the typical practice comparison condition. Regarding teacher variables, the quality of instruction was associated with significantly higher decoding outcomes in the typical reading intervention condition but had no statistically significant influence on phonemic outcomes in either condition. Among setting variables, instruction in smaller group sizes was associated with better phonemic outcomes in the comparison condition but had no statistically significant influence on outcomes of children in the intervention group. Mode of delivery (i.e., pullout vs. in class) had no statistically significant influence on either outcome variable. (Contains 2 tables and 4 figures.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Connecticut; Texas
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Peabody Picture Vocabulary Test; Woodcock Reading Mastery Test
IES Funded: Yes
Grant or Contract Numbers: R324E060067
IES Cited: ED565630