The Relation between the Type and Amount of Instruction and Growth in Children's Reading Competencies

Autor/inn/en	Sonnenschein, Susan; Stapleton, Laura M.; Benson, Amy
Titel	The Relation between the Type and Amount of Instruction and Growth in Children's Reading Competencies
Quelle	In: American Educational Research Journal, 47 (2010) 2, S.358-389 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831209349215
Schlagwörter	Decoding (Reading); Reading Comprehension; At Risk Students; Ethnicity; Reading Instruction; Teaching Methods; Reading Skills; Phonics; Language Arts; Elementary School Students; Predictor Variables; Reading Achievement; Scores; Parents; Educational Attainment; Socioeconomic Influences; Racial Differences; Family Income; Vocabulary Development; Gender Differences; Limited English Speaking; White Students; African American Students; Hispanic American Students; Asian American Students; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Dekodierung; Leseverstehen; Ethnizität; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Reading skill; Lesefertigkeit; Sprachkultur; Prädiktor; Leseleistung; Eltern; Bildungsabschluss; Bildungsgut; Sozioökonomischer Faktor; Rassenunterschied; Familieneinkommen; Wortschatzarbeit; Geschlechterkonflikt; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA
Abstract	A latent growth model was used to investigate the longer term efficacy of phonics and integrated language arts instruction as well as amount of such instruction on children's reading development, using the nationally representative Early Childhood Longitudinal Study data set (kindergarten through fifth grade). Type and amount of instruction were derived from teachers' ratings. Children's entry-level skills and ethnicity were predictors of children's reading scores at the end of kindergarten. Ethnicity and parents' education level predicted rate of growth. Type and amount of reading instruction predicted children's reading scores. However, effects for type of instruction were time-sensitive, occurring only in kindergarten and first grade. Although children benefit from instruction in decoding and comprehension skills, instruction may not be optimally tailored to children most at risk. (Contains 9 tables, 2 figures and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10