NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1155981
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1057-3569
Reading Instruction for Fourth-Grade Struggling Readers and the Relation to Student Outcomes
Kent, Shawn C.; Wanzek, Jeanne; Al Otaiba, Stephanie
Reading & Writing Quarterly, v33 n5 p395-411 2017
The present study examined the amount, type, and quality of Tier 1 and supplemental reading instruction provided to 4th-grade struggling readers and whether specific elements of instruction predicted growth in reading skills. In all, 110 students identified as having reading difficulty who were receiving school-based reading instruction in 22 classrooms located in 2 states/sites participated. We observed and coded reading instruction for instructional dimensions, including reading components, grouping, and quality. Reading comprehension and vocabulary were the most prevalent components of instruction, whereas limited time was allocated to word-level reading skills. We noted several significant differences in time allocated to overall instruction and components of instruction during Tier 1 between sites. Overall, there were few unique Tier 1 instructional predictors of student achievement at the end of the year. Students receiving supplemental reading instruction outperformed those students receiving only Tier 1 on measures of oral reading fluency. We discuss implications for instruction and future research.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Texas; Florida
Identifiers - Assessments and Surveys: Woodcock Johnson Psycho Educational Battery; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Gates MacGinitie Reading Tests
IES Funded: Yes
Grant or Contract Numbers: R324A130262