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ERIC Number: EJ1021050
Record Type: Journal
Publication Date: 2014-Feb
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0731-9487
How Does Independent Practice of Multiple-Criteria Text Influence the Reading Performance and Development of Second Graders?
Cheatham, Jennifer P.; Allor, Jill H.; Roberts, J. Kyle
Learning Disability Quarterly, v37 n1 p3-14 Feb 2014
This study examined the impact of independent practice of multiple-criteria text that targeted high-frequency words, decodability, and meaningfulness. Second-grade students, including at-risk students, were randomly assigned within classroom to a treatment group that read multiple-criteria text ("n" = 34), or contrast group that read authentic literature (i.e., children's books without intentionally imbedded scaffolds; "n" = 28) during daily 30-min independent reading sessions for 10 weeks. Pre-post data analysis indicated no statistically significant group differences, though a moderate effect size of 0.67 was found for the word reading of developing decoders in the treatment group. HLM analyses also provided preliminary evidence that practice with multiple-criteria text may be more effective than practice with authentic literature for developing decoders but not advanced decoders.
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:; Web site:
Publication Type: Reports - Research; Journal Articles
Education Level: Elementary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Woodcock Reading Mastery Test
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations