Teachers with Linguistically Informed Knowledge of Reading Subskills Are Associated with a Matthew Effect in Reading Comprehension for Monolingual and Bilingual Students

Autor/inn/en	Carreker, Suzanne H.; Neuhaus, Graham F.; Swank, Paul R.; Johnson, Paul; Monfils, Mary Jo; Montemayor, Mary Lou
Titel	Teachers with Linguistically Informed Knowledge of Reading Subskills Are Associated with a Matthew Effect in Reading Comprehension for Monolingual and Bilingual Students
Quelle	In: Reading Psychology, 28 (2007) 2, S.187-212 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
Schlagwörter	Reading Skills; Longitudinal Studies; Grade 3; Grade 4; Grade 5; Literacy Education; Conventional Instruction; State Standards; Faculty Development; Teaching Experience; Teacher Competencies; Program Effectiveness; Teacher Influence; Reading Achievement; Teaching Methods; Language Arts; Orthographic Symbols; Morphology (Languages); Vocabulary Development; Decoding (Reading); Word Recognition; Language Enrichment; Reading Comprehension; Monolingualism; Bilingualism; Bilingual Students; Texas; Texas Assessment of Academic Skills + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Lehrkunst; Leseleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachkultur; Morphology; Morphologie; Wortschatzarbeit; Dekodierung; Worterkennung; Leseverstehen; Bilingualismus
Abstract	A longitudinal investigation determined the growth of reading comprehension from third to fifth grades in a cohort of students who received Language Enrichment (LE), an Orton-Gillingham-based literacy program, during first and second grades. The LE instruction was provided by regular education teachers who received comprehensive training in linguistically informed content pertaining to reading subskills. All students were traditionally instructed in kindergarten, third, fourth, and fifth grades. Hierarchical linear modeling (HLM) confirmed that mono- and bilingual students had significantly advantaged individual growth in reading comprehension as measured on the state-mandated Texas Assessment of Academic Skills (TAAS) when their teachers had more experience implementing LE over students whose teachers had less experience implementing LE, or students whose teachers had no LE training. Findings showed a fan-shaped spread in achievement from third to fifth grades for all students in the cohort. The significance of the spread was confirmed by reliable covariance between the initial reading level and the growth in reading across grade levels. This fan-shaped growth pattern is often referred to as a Matthew effect in reading comprehension (Stanovich, 1986). These results provide evidence that the Matthew effect may be associated with specific teaching pedagogies, especially early direct implementation of multisensory linguistically informed language arts instruction. LE instruction emphasizes phonemic awareness, symbol-sound correspondences, morphology, and vocabulary to develop phonological decoding strategies, word recognition accuracy, and comprehension of words in text. (Contains 3 figures and 3 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10