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ERIC Number: EJ887171
Record Type: Journal
Publication Date: 2010
Pages: 32
Abstractor: As Provided
Reference Count: 50
ISSN: ISSN-0002-8312
The Relation between the Type and Amount of Instruction and Growth in Children's Reading Competencies
Sonnenschein, Susan; Stapleton, Laura M.; Benson, Amy
American Educational Research Journal, v47 n2 p358-389 2010
A latent growth model was used to investigate the longer term efficacy of phonics and integrated language arts instruction as well as amount of such instruction on children's reading development, using the nationally representative Early Childhood Longitudinal Study data set (kindergarten through fifth grade). Type and amount of instruction were derived from teachers' ratings. Children's entry-level skills and ethnicity were predictors of children's reading scores at the end of kindergarten. Ethnicity and parents' education level predicted rate of growth. Type and amount of reading instruction predicted children's reading scores. However, effects for type of instruction were time-sensitive, occurring only in kindergarten and first grade. Although children benefit from instruction in decoding and comprehension skills, instruction may not be optimally tailored to children most at risk. (Contains 9 tables, 2 figures and 1 note.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey