Literaturnachweis - Detailanzeige
| Autor/inn/en | Nelson-Walker, Nancy J.; Fien, Hank; Kosty, Derek B.; Smolkowski, Keith; Smith, Jean Louise M.; Baker, Scott K. |
|---|---|
| Titel | Evaluating the Effects of a Systemic Intervention on First-Grade Teachers' Explicit Reading Instruction |
| Quelle | In: Learning Disability Quarterly, 36 (2013) 4, S.215-230 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0731-9487 |
| DOI | 10.1177/0731948712472186 |
| Schlagwörter | Reading Instruction; Intervention; Instructional Effectiveness; Control Groups; Experimental Groups; Coaching (Performance); At Risk Students; Elementary School Students; Evidence; Teacher Behavior; Longitudinal Studies; Comparative Analysis; Observation; Measures (Individuals); Statistical Analysis; Teacher Student Relationship |
| Abstract | This article examines the efficacy of a multitiered systemic reading intervention for increasing the intensity and quality of explicit literacy instruction that teachers provide in first-grade classrooms. Schools ("j" = 16) were randomly assigned to the treatment or comparison condition. In both conditions, teachers ("i" = 42) provided 90 min of Tier I reading instruction to first-grade students ("n" = 883). In the treatment condition, Tier I classroom teachers were trained to enhance their core reading instruction by making instruction more explicit and intensive through standardized protocols and ongoing coaching support. At-risk treatment students ("n" = 240) also received an additional 30 min of Tier II supplemental reading intervention that was highly aligned with Tier I instruction. The focus of this study is on the Tier I portion of the multitiered intervention and the impact of the Tier I Enhancing Core Reading Instruction intervention on teacher practices. Results indicate positive effects of the Tier I intervention on the quality of explicit instruction and the frequency and accuracy of group practice opportunities provided to students. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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