Preventing Retention: First Grade Classroom Instruction and Student Characteristics

Autor/inn/en	Dombek, Jennifer Lucas; Connor, Carol McDonald
Titel	Preventing Retention: First Grade Classroom Instruction and Student Characteristics
Quelle	In: Psychology in the Schools, 49 (2012) 6, S.568-588 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21618
Schlagwörter	Grade Repetition; Literacy; Vocabulary Skills; Grade 1; Reading Instruction; Student Characteristics; Educational Strategies; Self Management; Comparative Analysis; Elementary School Teachers; Individual Characteristics + Suchen Sie Ihr Suchwort? Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Alphabetisierung; Schreib- und Lesefähigkeit; Aktiver Wortschatz; School year 01; 1. Schuljahr; Schuljahr 01; Leseunterricht; Lehrstrategie; Selbstmanagement; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	Retention is a frequently used strategy to support children who are struggling academically. However, the strategy is costly, and research findings with regard to positive outcomes are mixed. This study examined whether efficacious reading instruction might reduce rates of retention in first grade. We also evaluated the reading instruction the students received compared with children with similar reading and vocabulary skills who were not retained. Additionally, we examined the impact students' self-regulation may have on grade retention. Findings reveal that it was significantly less likely for students to be retained at the end of first grade if their teacher was implementing more efficacious reading instruction. Moreover, there were substantial differences in the literacy instruction provided for children who were and were not retained. Finally, students in the efficacious reading condition who were retained exhibited significantly weaker self-regulation skills than did their matched-promoted peers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10