Literacy Learning Cohorts

2016 ◽  
Vol 83 (2) ◽  
pp. 143-164 ◽  
Author(s):  
Mary Brownell ◽  
Mary Theresa Kiely ◽  
Diane Haager ◽  
Alison Boardman ◽  
Nancy Corbett ◽  
...  
Keyword(s):  
Reading Instruction ◽  
Hierarchical Linear Modeling ◽  
Comparison Group ◽  
Literacy Learning ◽  
Instructional Time ◽  
Students With Learning Disabilities ◽  
Word Study ◽  
Linear Modeling ◽  
Word Attack ◽  
Decoding Efficiency

Two professional development (PD) models for teachers were compared on teacher and student outcomes. Special education teachers participated in Literacy Learning Cohorts (LLC), a PD innovation designed to improve content and pedagogical knowledge for providing reading instruction to upper elementary students with learning disabilities. The LLC, based on Desimone’s (2009) framework, included 2 days of initial PD with follow-up meetings, coaching, and video self-analysis. A comparison group received only 2 days of PD. Results of independent t tests and analyses of covariance indicated that LLC teachers demonstrated significant change in instructional time allotted to, and quality of, word study and fluency instruction. LLC teachers also made significantly greater gains on the fluency knowledge measure as compared with the comparison group, but they did not differ in word study knowledge. Hierarchical linear modeling analyses showed that students of LLC teachers made significantly greater gains on word attack skills and decoding efficiency than did students of teachers in the comparison group.

A Meta-Analysis of the RTI Literature for Children at Risk for Reading Disabilities

2011 ◽  
Vol 44 (3) ◽  
pp. 283-295 ◽  
Author(s):  
Loan Tran ◽  
Tori Sanchez ◽  
Brenda Arellano ◽  
H. Lee Swanson
Keyword(s):  
At Risk ◽  
Hierarchical Linear Modeling ◽  
Word Identification ◽  
Meta Analysis ◽  
Group Instruction ◽  
Linear Modeling ◽  
Word Attack ◽  
Low Responders ◽  
At Risk Children ◽  
Weighted Effect

This article synthesizes the literature comparing at-risk children designated as responders and low responders to interventions in reading. The central question addressed in this review is whether individual differences in reading-related skills at pretest predict responders at posttest across a variety of interventions and sets of criteria for determining responding and low responding. A total of 13 studies met criteria for the meta-analysis, yielding 107 weighted effect sizes (ESs) at posttest ( M = .76, SE = .03, 95% confidence interval [CI] =.71, .81) and 108 weighted ESs at pretest ( M = 1.02, SE = .03, CI = 1.02, 1.13). The results showed that the magnitude of ES between responders and low responders increased from pretest to posttest on measures of reading (e.g., real word identification = 1.06 vs. 1.53, word attack = 1.10 vs. 1.28, and passage comprehension, 0.45 vs. 1.43). Hierarchical linear modeling indicated that overall posttest ESs were significantly moderated by pretest scores as well as the type of measure administered, whereas no significant moderating effects were found for number of weeks of intervention, length of sessions, number of sessions, type of intervention (one-to-one vs. small group instruction), and criteria for defining responders (cutoff, scores, discrepancy, benchmark). Overall, the synthesis suggested that regardless of type of treatment and identification criteria, response-to-intervention (RTI) conditions were not effective in mitigating learner characteristics related to pretest conditions.

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 Exploring Individual Differences in Response to Reading Intervention: Data from Project KIDS (Kids and Individual Differences in Schools).

2021 ◽  
Author(s):  
Wilhelmina van Dijk ◽  
Cynthia Ulysse Norris ◽  
Chris Schatschneider ◽  
Stephanie Al Otaiba ◽  
Sara Ann Hart
Keyword(s):  
Individual Differences ◽  
Reading Instruction ◽  
Hierarchical Linear Modeling ◽  
Data Repository ◽  
Linear Modeling ◽  
Online Data ◽  
Parent Survey ◽  
Response To Instruction ◽  
Achievement Data ◽  
Data Analytic

This manuscript provides information on datasets pertaining to Project KIDS. Datasets include behavioral and achievement data for over 4,000 elementary-age students participating in nine randomized control trials of reading instruction and intervention between 2005-2011, and information on home environments of a subset of 442 collected via parent survey in 2013. All data is currently stored on an online data repository and freely available. Data might be of interest to researchers interested in individual differences in reading development and response to instruction and intervention, as well as to instructors of data analytic methods such as hierarchical linear modeling and psychometrics.

Reading Instruction for Students With Learning Disabilities in Grades 4 and 5: An Observation Study

2018 ◽  
Vol 42 (2) ◽  
pp. 67-79 ◽  
Author(s):  
Stephen Ciullo ◽  
Emily Ely ◽  
John William McKenna ◽  
Kat D. Alves ◽  
Michael J. Kennedy
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Reading Instruction ◽  
Strategy Instruction ◽  
Instructional Time ◽  
Teaching Reading ◽  
Students With Learning Disabilities ◽  
Observation Study ◽  
Comprehension Strategy Instruction ◽  
Wide Range

Researchers conducted an observation study to explore the instructional practices of special education teachers ( N = 20) responsible for teaching reading to students with learning disabilities in Grades 4 and 5. With this study, researchers addressed gaps in previous related literature and improved understanding of how teachers spend their time teaching reading. Researchers observed 80 lessons and found that special educators addressed a wide range of instructional skills. The majority of teachers provided targeted phonics instruction, and overall, minimal instructional time was lost due to off-task behavior. Consistent with previous studies, teachers predominantly monitored reading comprehension by asking questions after reading, while reading comprehension strategy instruction accounted for a smaller proportion of instructional time. Researchers conducted focus groups to explore teachers’ perceptions of professional development and determine needs for future teacher training and research.

The Impact of Challenging Geometry and Measurement Units on the Achievement of Grade 2 Students

2013 ◽  
Vol 44 (3) ◽  
pp. 478-509 ◽  
Author(s):  
M. Katherine Gavin ◽  
Tutita M. Casa ◽  
Jill L. Adelson ◽  
Janine M. Firmender
Keyword(s):  
Field Test ◽  
Hierarchical Linear Modeling ◽  
Effect Size ◽  
Comparison Group ◽  
Response Assessment ◽  
Linear Modeling ◽  
Large Effect Size ◽  
Measurement Units ◽  
The Impact ◽  
Experimental Group

The primary goal of Project M2 was to develop and field–test challenging geometry and measurement units for all K—2 students. This article reports on the achievement results for students in Grade 2 at 12 urban and suburban sites in 4 states using the Iowa Tests of Basic Skills (ITBS) mathematics concepts subtest and an open–response assessment. Hierarchical linear modeling indicated no significant differences between the experimental (n = 193) and comparison group (n = 192) on the ITBS (84% of items focused on number); thus, mathematics concepts were not negatively impacted by this 12–week study of geometry and measurement. Statistically significant differences (p < .001) with a large effect size (d = 0.89) favored the experimental group on the open–response assessment. Thus, the experimental group exhibited a deeper understanding of geometry and measurement concepts as measured by the open–response assessment while still performing as well on a traditional measure covering all mathematics content.

Reading Disabilities in Adults: A Selective Meta-Analysis of the Literature

2009 ◽  
Vol 79 (4) ◽  
pp. 1362-1390 ◽  
Author(s):  
H. Lee Swanson ◽  
Ching-Ju Hsieh
Keyword(s):  
Hierarchical Linear Modeling ◽  
Verbal Memory ◽  
Phonological Processing ◽  
Reading Disabilities ◽  
Meta Analysis ◽  
Naming Speed ◽  
Reading Scores ◽  
Linear Modeling ◽  
Process Measures ◽  
Word Attack

This article synthesizes the experimental literature that compares the academic, cognitive, and behavioral performance of adults with reading disabilities to those of average-achieving adult readers. The central question posed by this review is to what extent and in what manner do adults with reading disabilities differ from adults without reading disabilities on measures assumed to relate to overall reading competence. In all, 52 studies met criteria for a meta-analysis, yielding 776 effect sizes (ESs) with an overall a weighted ES of 0.72 ( SD = 0.54). Moderate to high ESs in favor of adults without reading disabilities emerged on measures of cognition (naming speed [ M = 0.96], phonological processing [ M = 0..87], verbal memory [ M = 0.62]) and achievement (word attack [ M = 1.33], math [ M = 0.75], vocabulary [ M = 0.71], spelling [ M = 1.57], and writing [ M = 0.72]). Hierarchical linear modeling indicated that verbal IQ, vocabulary, math, spelling, and specific cognitive process measures (naming speed, phonological processing, and verbal memory) significantly moderated overall group ES differences. Significantly larger ESs emerged for studies with relatively higher IQ scores when compared to studies with IQ and reading scores in the same low range. Overall, the results support the notion that reading achievement and cognitive deficits in adults with reading disabilities are persistent across age.

The Relationship Between Leader–Member Exchange and Employees’ Proactive Behaviors

2019 ◽  
Vol 18 (2) ◽  
pp. 106-111
Author(s):  
Fong-Yi Lai ◽  
Szu-Chi Lu ◽  
Cheng-Chen Lin ◽  
Yu-Chin Lee
Keyword(s):  
Hierarchical Linear Modeling ◽  
Future Research ◽  
Leader Member Exchange ◽  
Voice Behavior ◽  
Linear Modeling ◽  
Team Members ◽  
Member Exchange ◽  
Multi Temporal ◽  
The Relationship ◽  
Practical Implications

Abstract. The present study proposed that, unlike prior leader–member exchange (LMX) research which often implicitly assumed that each leader develops equal-quality relationships with their supervisors (leader’s LMX; LLX), every leader develops different relationships with their supervisors and, in turn, receive different amounts of resources. Moreover, these differentiated relationships with superiors will influence how leader–member relationship quality affects team members’ voice and creativity. We adopted a multi-temporal (three wave) and multi-source (leaders and employees) research design. Hypotheses were tested on a sample of 227 bank employees working in 52 departments. Results of the hierarchical linear modeling (HLM) analysis showed that LLX moderates the relationship between LMX and team members’ voice behavior and creative performance. Strengths, limitations, practical implications, and directions for future research are discussed.

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