scholarly journals Reading and Writing The Combined Effects of Regular Classroom and Remedial Learning Programs on the Reading Achievement of First Grade Pupils

2021 ◽  
Author(s):  
Bissonnette Steve ◽  
Christian Boyer ◽  
Frédéric Morneau-Guérin
Keyword(s):  
Reading Instruction ◽  
First Graders ◽  
Experimental Studies ◽  
First Grade ◽  
Combined Effects ◽  
School Year ◽  
Intensive Intervention ◽  
School Based ◽  
Learning Programs ◽  
Quasi Experimental

Abstract In 2003, two school-based programs for teaching reading in English were introduced in Québec: the Accelerated Development of Reading (ADOR) program for first graders and, for ADOR pupils with weak reading skills, the Intensive Intervention in Reading (IIR) support program. Explicit and direct instruction provides the framework for ADOR and IIR. Two quasi-experimental studies were conducted to measure the effects of the ADOR and IIR programs compared to regular reading instruction and remediation. In both studies, the combined effects of ADOR and IIR were measured on two separate cohorts of grade 1 pupils over a full school year. This study shows that the ADOR and IIR programs result in superior reading performance and the largest effects were on subtests measuring reading comprehension.

scholarly journals The Combined Effects of Regular Classroom and Remedial Learning Programs on the Reading Achievement of First Grade Pupils

2021 ◽  
Author(s):  
Bissonnette Steve ◽  
Christian Boyer ◽  
Frédéric Morneau-Guérin
Keyword(s):  
Reading Instruction ◽  
First Graders ◽  
Experimental Studies ◽  
First Grade ◽  
Combined Effects ◽  
School Year ◽  
Intensive Intervention ◽  
School Based ◽  
Learning Programs ◽  
Quasi Experimental

Abstract In 2003, two school-based programs for teaching reading in English were introduced in Québec: the Accelerated Development of Reading (ADOR) program for first graders and, for ADOR pupils with weak reading skills, the Intensive Intervention in Reading (IIR) support program. Explicit and direct instruction provides the framework for ADOR and IIR. Two quasi-experimental studies were conducted to measure the effects of the ADOR and IIR programs compared to regular reading instruction and remediation. In both studies, the combined effects of ADOR and IIR were measured on two separate cohorts of grade 1 pupils over a full school year. This study shows that the ADOR and IIR programs result in superior reading performance and the largest effects were on subtests measuring reading comprehension.

scholarly journals The Combined Effects of Regular Classroom and Remedial Learning Programs on the Reading Achievement of First Grade Pupils

2021 ◽  
Author(s):  
Bissonnette Steve ◽  
Christian Boyer ◽  
Frédéric Morneau-Guérin
Keyword(s):  
Reading Instruction ◽  
First Graders ◽  
Experimental Studies ◽  
First Grade ◽  
Combined Effects ◽  
School Year ◽  
Intensive Intervention ◽  
School Based ◽  
Learning Programs ◽  
Quasi Experimental

Abstract In 2003, two school-based programs for teaching reading in English were introduced in Québec: the Accelerated Development of Reading (ADOR) program for first graders and, for ADOR pupils with weak reading skills, the Intensive Intervention in Reading (IIR) support program. Explicit and direct instruction provides the framework for ADOR and IIR. Two quasi-experimental studies were conducted to measure the effects of the ADOR and IIR programs compared to regular reading instruction and remediation. In both studies, the combined effects of ADOR and IIR were measured on two separate cohorts of grade 1 pupils over a full school year. This study shows that the ADOR and IIR programs result in superior reading performance and the largest effects were on subtests measuring reading comprehension.

scholarly journals The Combined Effects of Regular Classroom and Remedial Learning Programs on the Reading Achievement of First Grade Pupils

2021 ◽  
Author(s):  
Bissonnette Steve ◽  
Christian Boyer ◽  
Frédéric Morneau-Guérin
Keyword(s):  
Reading Instruction ◽  
First Graders ◽  
Experimental Studies ◽  
First Grade ◽  
Combined Effects ◽  
School Year ◽  
Intensive Intervention ◽  
School Based ◽  
Learning Programs ◽  
Quasi Experimental

Abstract In 2003, two school-based programs for teaching reading in English were introduced in Québec: the Accelerated Development of Reading (ADOR) program for first graders and, for ADOR pupils with weak reading skills, the Intensive Intervention in Reading (IIR) support program. Explicit and direct instruction provides the framework for ADOR and IIR. Two quasi-experimental studies were conducted to measure the effects of the ADOR and IIR programs compared to regular reading instruction and remediation. In both studies, the combined effects of ADOR and IIR were measured on two separate cohorts of grade 1 pupils over a full school year. This study shows that the ADOR and IIR programs result in superior reading performance and the largest effects were on subtests measuring reading comprehension.

Factorial and Predictive Validity of First Graders' Scores on the Early Reading Screening Instrument

1997 ◽  
Vol 81 (1) ◽  
pp. 207-210 ◽  
Author(s):  
Jan Perney ◽  
Darrell Morris ◽  
Stamey Carter
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Predictive Validity ◽  
Reading Skills ◽  
First Graders ◽  
Early Reading ◽  
First Grade ◽  
Screening Instrument ◽  
Moderate Amount ◽  
School Year

The factorial and predictive validity of the Early Reading Screening Instrument was examined for 105 first grade students. Analysis indicated that the test is unidimensional and can predict first grade reading skills at the end of the school year with at least a moderate amount of accuracy. A previous study indicated predictive validity coefficients of .66 and .73 when the criteria were word recognition and reading comprehension. The current study yielded predictive validity coefficients of .67 and .70 for these criteria.

Universal Screening in Mathematics for Spanish Students in First Grade

2020 ◽  
pp. 073194872090327
Author(s):  
Sara C. de León ◽  
Juan E. Jiménez ◽  
Eduardo García ◽  
Nuria Gutiérrez ◽  
Verónica Gil
Keyword(s):  
First Graders ◽  
Mathematics Learning ◽  
Hierarchical Linear Model ◽  
First Grade ◽  
Receiver Operating Curve ◽  
Composite Measure ◽  
Single Digit ◽  
Risk Status ◽  
School Year ◽  
Receiver Operating Curve Analysis

The main purpose of this study was to validate the curriculum-based measure Indicadores de Progreso de Aprendizaje en Matemáticas (IPAM [Indicators of Basic Early Math Skills]) in a local, Spanish-speaking context. This tool has been designed to identify first-grade students at risk for mathematics learning disabilities. The IPAM includes five measures (i.e., quantity discrimination, multi-digit computation, missing number, single-digit computation, and place value), which were analyzed as single measures and as part of a composite measure. In this study, 176 first graders were administered the curriculum-based measurement IPAM at the beginning, middle, and end of the school year. The results showed that the composite measure of the IPAM was the best indicator of risk status. Reliability and concurrent and predictive validity results were adequate. Furthermore, receiver operating curve analysis and hierarchical linear model supported the capacity of the IPAM to correctly identify students’ risk status and growth rate during first grade.

scholarly journals Reading Instruction for Students with Emotional Disturbance: A Mixed-Methods Investigation

2019 ◽  
pp. 014544551986880
Author(s):  
John William McKenna ◽  
Reesha Adamson ◽  
Michael Solis
Keyword(s):  
Reading Instruction ◽  
Emotional Disturbance ◽  
Student Population ◽  
Future Research ◽  
Instructional Time ◽  
Reading Assessments ◽  
Students With Learning Disabilities ◽  
Training Support ◽  
School Year ◽  
School Based

Although there is a substantial body of observation research investigating the manner in which reading instruction is provided to students with learning disabilities, there is little research in this area involving students with and at risk for emotional disturbance. The purpose of this investigation was to contribute to the limited corpus of observation studies investigating school-based practice in reading for this student population. In this investigation, 11 teachers from two states were systematically observed while providing reading instruction over the course of the 2017-2018 school year. Participating students were also observed over the course of the year and completed two standardized reading assessments at the beginning and end of this investigation. Teachers were also interviewed to identify contextual factors that promote or impede the provision of high quality reading instruction to this student population. Study findings suggest that teachers are in need of additional training, support, and resources to maximize instructional time. Students in this sample tended to make no or minimal progress in reading and were frequently observed displaying low levels of academic engagement across settings. Implications for school practice and areas for future research are discussed.

scholarly journals Peers Influence Mathematics Strategy Use in Early Elementary School

2016 ◽  
Vol 5 (1) ◽  
pp. 27 ◽  
Author(s):  
Martha Carr ◽  
Nicole Barned ◽  
Beryl Otumfuor
Keyword(s):  
Elementary School ◽  
Repeated Measures ◽  
First Graders ◽  
Peer Group ◽  
Cognitive Strategies ◽  
First Grade ◽  
Strategy Use ◽  
Performance Goals ◽  
School Year ◽  
The Impact

<p>This study examined the impact of performance goals on arithmetic strategy use in first graders, and also how same-sex peer groups contributed to the selection of strategies used by elementary school children. It was hypothesized that early emerging gender differences in strategy use, with boys preferring retrieval and cognitive strategies and girls preferring to use manipulatives, are a function of performance goals and peer group valuing of strategies. Using a sample of 75 first grade students, data were collected at three different time-points throughout the school year. Hierarchical linear regression and repeated measures ANCOVAs indicated that performance goals predicted an increase in the use of retrieval and cognitive strategies, but only in boys. Accuracy in performance and an increased use of retrieval and cognitive strategies were found in all-boy groups, but this effect was not found in all-girl groups. The study identifies performance goals and peers as playing a persuasive role in the use of retrieval and cognitive strategies for boys.  Neither variable seems to explain girls’ preference for manipulative-based strategies. </p>

A Multisite Randomized Controlled Trial of the Effectiveness of Descubriendo la Lectura

2019 ◽  
Vol 57 (5) ◽  
pp. 1995-2020
Author(s):  
Geoffrey D. Borman ◽  
Trisha H. Borman ◽  
So Jung Park ◽  
Scott Houghton
Keyword(s):  
Randomized Controlled Trial ◽  
First Graders ◽  
Controlled Trial ◽  
Hierarchical Linear Model ◽  
First Grade ◽  
Literacy Skills ◽  
Randomized Controlled ◽  
Literacy Outcomes ◽  
School Year ◽  
Descubriendo La Lectura

We present findings from a randomized controlled trial of Descubriendo la Lectura (DLL), an intervention designed to improve the literacy skills of Spanish-speaking first graders, who are struggling with reading. DLL offers one-on-one native language literacy instruction for 12 to 20 weeks to each school’s lowest performing first-graders. Examining literacy outcomes for 187 students, hierarchical linear model analyses revealed statistically significant effects of student-level assignment to DLL on all 9 outcomes evaluated. Impacts were as large as 1.24 standard deviations, or a learning advantage relative to controls exceeding a full school year of achievement growth. The mean effect size of d = 0.66 across the nine literacy measures is equal to approximately two thirds of the overall literacy growth that occurs across the first-grade year.

The Impact of a Year of Computer Assisted Instruction on the Development of First Grade Learning Skills

1998 ◽  
Vol 18 (4) ◽  
pp. 369-386 ◽  
Author(s):  
Ruth Ann Erdner ◽  
Rebecca F. Guy ◽  
Andrew Bush
Keyword(s):  
Reading Skills ◽  
First Graders ◽  
First Grade ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Significant Treatment ◽  
Main Effect ◽  
Quasi Experimental ◽  
Assisted Instruction ◽  
The Impact

This study seeks to examine the effects of computer assisted instruction on the reading achievement of first graders. Two hypotheses were tested. The first is that computer assisted instruction improves first graders' development of reading skills as measured by the CTBS Form U Level B. The second is that this development depends upon student sex. A quasi-experimental design was used to compare one group of first graders whose reading lessons were supplemented with CAI to a group of first graders whose reading lessons were not. A treatment by sex ANOVA on change in reading skills demonstrated a significant treatment (CAI versus control) main effect. Results from planned comparisons of treatment differences by sex demonstrated that statistically significant gains were sex specific with only males exhibiting a significant average increase when exposed to CAI. Although females exposed to CAI also tended toward greater gain in the sample, the magnitude of their gain was not statistically significant. The implications of these findings are discussed.

scholarly journals A Longitudinal Study of the Development of Automatic Recognition Skills in First Graders

1981 ◽  
Vol 13 (1) ◽  
pp. 57-74 ◽  
Author(s):  
Keith E. Stanovich ◽  
Anne E. Cunningham ◽  
Richard F. West
Keyword(s):  
High Frequency ◽  
First Graders ◽  
Low Frequency ◽  
First Grade ◽  
Testing Period ◽  
School Year ◽  
The Subject ◽  
The Relationship ◽  
Speed And Accuracy ◽  
High Frequency Words

Experiment 1 was a study in which three times during the school year (in September, February, and April) first graders performed a discrete-trial Stroop task in which they named the colors of stimuli that were either letters, high-frequency words, or low-frequency words. The amount of interference caused by these stimuli was assessed by comparing the naming times to a control condition where the subject named a series of X's. In each testing period the interference caused by letters exceeded that caused by high-frequency words. There was also a nonsignificant tendency for interference caused by high-frequency words to exceed that caused by low-frequency words. There was a marked increase in interference between September and February, but very little change between February and April, indicating that the automaticity function had already flattened out by the end of first grade. There was a tendency for better readers to display more interference and to show interference earlier in the year. Experiment 2 replicated the developmental trends displayed in Experiment 1 and explored the relationship between interference and the speed and accuracy with which subjects named the stimuli. The overall pattern of results in the two experiments was reasonably consistent with the automaticity model of reading developed by LaBerge and Samuels (1974).

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