Reading First kindergarten classroom instruction and students' growth in phonological awareness and letter naming–decoding fluency

This study investigated the role of the amount, content, and implementation of reading instruction provided by 17 kindergarten teachers in eight Reading First elementary schools as it related to students' progress ( n = 286 students) on early reading assessments of phonological awareness and le...

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Bibliographic Details
Published in:Journal of school psychology 2008-06, Vol.46 (3), p.281-314
Main Authors: Al Otaiba, Stephanie, Connor, Carol, Lane, Holly, Kosanovich, Marcia L., Schatschneider, Chris, Dyrlund, Allison K., Miller, Melissa S., Wright, Tyran L.
Format: Article
Language:English
Subjects:
Alphabets
At-risk beginning reader
Awareness
Beginning Reading
Child Day Care Centers
Child, Preschool
Classroom reading instruction
Decoding (Reading)
Federal Programs
Female
High poverty schools
Humans
Instructional Effectiveness
Kindergarten
Learning
Linguistics
Male
No Child Left Behind Act 2001
Phonetics
Phonics
Phonological Awareness
Poverty
Program Evaluation
Program Implementation
Reading
Reading First
Reading Instruction
Reading Programs
Reading Research
Reading Skills
School environment
Social Environment
Students
Teaching
Teaching Methods
Verbal Learning
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Summary:This study investigated the role of the amount, content, and implementation of reading instruction provided by 17 kindergarten teachers in eight Reading First elementary schools as it related to students' progress ( n = 286 students) on early reading assessments of phonological awareness and letter naming–decoding fluency. Children's phonological awareness and letter naming–decoding fluency grew significantly from fall to spring. On average, across the three 60 min observations, teachers provided over 30 min a day of phonological awareness and phonics instruction and 15 min a day of vocabulary and comprehension instruction. Global ratings of instructional quality revealed two implementation factors: explicit and individualized implementation and meaningful interactions around text. Hierarchical linear modeling revealed that the amounts of specific instructional content, as well as how this instruction was implemented, was related to students' letter knowledge and phonological awareness skill growth.
ISSN:0022-4405
1873-3506
DOI:10.1016/j.jsp.2007.06.002