Early Literacy Practices as Predictors of Reading Related Outcomes: Test Scores, Testing Passing Rates, Retention, and Special Education Referral

Teacher self-reports of the frequency of currently advocated early literacy practices in Grades 1 through 3 were entered into regression models in an effort to predict 3rd-grade outcomes. Explicit skill instruction was a significant predictor of higher passing rates on a state examination and lower...

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Bibliographic Details
Published in:Exceptionality : the official journal of the Division for Research of the Council for Exceptional Children 2002, Vol.10 (1), p.11
Main Authors: Manset-Williamson, Genevieve, St. John, Edward, Hu, Shouping, Gordon, David
Format: Article
Language:English
Subjects:
Beginning Reading
Direct Instruction
Grade Repetition
Instructional Effectiveness
Predictor Variables
Primary Education
Reading Achievement
Reading Difficulties
Reading Skills
Referral
Special Education
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Summary:Teacher self-reports of the frequency of currently advocated early literacy practices in Grades 1 through 3 were entered into regression models in an effort to predict 3rd-grade outcomes. Explicit skill instruction was a significant predictor of higher passing rates on a state examination and lower rates of special education referral but was also a predictor of higher rates of grade retention. (Contains references.) (Author/DB)
ISSN:0936-2835