Effects of Data-Based Decision-Making on Low-Performing Readers in General Education Classrooms: Cumulative Evidence from Six Intervention Studies

Autor/inn/en	Peters, Martin T.; Förster, Natalie; Hebbecker, Karin; Forthmann, Boris; Souvignier, Elmar
Titel	Effects of Data-Based Decision-Making on Low-Performing Readers in General Education Classrooms: Cumulative Evidence from Six Intervention Studies
Quelle	In: Journal of Learning Disabilities, 54 (2021) 5, S.334-348 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Peters, Martin T.) ORCID (Förster, Natalie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/00222194211011580
Schlagwörter	Data Use; Decision Making; Reading Fluency; Reading Comprehension; Reading Motivation; Reading Difficulties; Reading Instruction; Instructional Materials; Instructional Effectiveness; Progress Monitoring; Individualized Instruction; Elementary School Students; Grade 2; Grade 3; Grade 4; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Leseverstehen; Lesemotivation; Reading difficulty; Leseschwierigkeit; Leseunterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Unterrichtserfolg; Individualisierender Unterricht; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Ausland; Deutschland
Abstract	In most general education classrooms in Germany, students with and without special educational needs are taught together. To support teachers in adapting instruction to these heterogeneous classrooms, we have developed learning progress assessment (LPA) and reading instructional materials, the "Reading Sportsman" (RS), in line with the theoretical framework of data-based decision-making, which has led to beneficial effects in several studies. However, data from these studies have not been analyzed to examine effects for low-performing readers. Data within and across six quasi-experimental studies conducted by our team in Grades 2 to 4 were reanalyzed to examine the effects of LPA on students whose reading fluency scores were at or below the 25th percentile (n = 1,346 students from 264 classes). In each study, students had been assigned to a control group (with business-as-usual instruction), an LPA group only, or an LPA-RS group (i.e., with teachers provided with LPA and the RS). Separate multilevel regression results were integrated by means of meta-analytical methods to investigate the consistency of results. Overall, findings from the single studies indicated no positive effects of LPA with or without the RS compared with the control group. The integrated analyses showed small positive effect trends on reading fluency and intrinsic reading motivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01