Predicting First-Grade Reading Performance From Kindergarten Response to Tier 1 Instruction

被引:28
|
作者
Al Otaiba, Stephanie [1 ]
Folsom, Jessica S. [1 ]
Schatschneider, Christopher [1 ]
Wanzek, Jeanne [1 ]
Greulich, Luana [1 ]
Meadows, Jane [1 ]
Li, Zhi [1 ]
Connor, Carol M. [1 ]
机构
[1] Florida State Univ, Florida Ctr Reading Res, Tallahassee, FL 32306 USA
关键词
YOUNG-CHILDREN; AT-RISK; INTERVENTION; DIFFICULTIES; DISABILITIES; LITERACY; FLUENCY; GROWTH; MODELS; FAILURE;
D O I
10.1177/001440291107700405
中图分类号
G76 [特殊教育];
学科分类号
040109 ;
摘要
Many schools are implementing multitier response-to-intervention (RTI) models to reduce reading difficulties. This study was part of our larger ongoing longitudinal RTI investigation within the Florida Learning Disabilities Center grant and was conducted in 7 ethnically and socioeconomically diverse schools. We observed reading instruction in 20 classrooms, examined response rates to kindergarten Tier 1 instruction, and predicted students' first-grade reading performance based on kindergarten growth and end-of-year reading performance (n = 203). Teachers followed an explicit core reading program. Overall, classroom instruction was rated as effective. Results indicate that controlling for students' end-of-kindergarten reading, their growth across kindergarten on a variety of language and literacy measures suppressed predictions of first-grade poformance. Specifically, the steeper the students' trajectory to a satisfactory outcome, the less likely they were to demonstrate good performance in first grade. Implications for future research and RTI implementation are discussed.
引用
收藏
页码:453 / 470
页数:18
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