Examining the Effects of Linking Student Performance and Progression in a Tier 2 Kindergarten Reading Intervention

Autor/inn/en	Simmons, Deborah C.; Kim, Minjung; Kwok, Oi-man; Coyne, Michael D.; Simmons, Leslie E.; Oslund, Eric; Fogarty, Melissa; Hagan-Burke, Shanna; Little, Mary E.; Rawlinson, D'Ann
Titel	Examining the Effects of Linking Student Performance and Progression in a Tier 2 Kindergarten Reading Intervention
Quelle	In: Journal of Learning Disabilities, 48 (2015) 3, S.255-270 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219413497097
Schlagwörter	Intervention; Reading Instruction; Kindergarten; Reading Achievement; Comparative Analysis; Formative Evaluation; Control Groups; Experimental Groups; Progress Monitoring; Program Effectiveness; Curriculum; Response to Intervention; Emergent Literacy; Gender Differences; Racial Differences; Ethnic Groups; Reading Skills; Phonemic Awareness; Naming; Reading Fluency; Teaching Experience; Receptive Language; Vocabulary; Student Characteristics; Spelling; Decoding (Reading); Scores; Statistical Analysis; Mastery Learning; Acceleration (Education); Repetition; Connecticut; Florida; Texas; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Peabody Picture Vocabulary Test; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Leseunterricht; Leseleistung; Curricula; Lehrplan; Rahmenplan; Frühleseunterricht; Geschlechterkonflikt; Rassenunterschied; Ethnie; Reading skill; Lesefertigkeit; Rezeptive Kommunikationsfähigkeit; Wortschatz; Schreibweise; Dekodierung; Statistische Analyse; Acceleration; Beschleunigung; Wiederholung
Abstract	Despite the emerging evidence base on response to intervention, there is limited research regarding how to effectively use progress-monitoring data to adjust instruction for students in Tier 2 intervention. In this study, we analyzed extant data from a series of randomized experimental studies of a kindergarten supplemental reading intervention to determine whether linking performance on formative assessments to curriculum progression improved kindergarten reading outcomes over standard implementation. We were interested in whether specific progression adjustments would enhance the effects of supplemental reading intervention. Growth-mixture modeling using data from kindergarteners (n = 136) whose intervention progression (e.g. repeat lessons, skip lessons) was adjusted every 4 weeks based on mastery data identified four latent classes characterized by unique profiles of curriculum progression adjustments. Multilevel analyses comparing the performance of students in the four classes with that of propensity matched groups whose intervention was not adjusted (n = 101) indicated positive effects of curriculum progression for (a) students whose formative assessment performance exceeded 90% and received early and sustained lesson acceleration and (b) students who initially performed below 70% on assessments and who repeated early lessons and progressed to conventional implementation. Effects of curriculum adjustments for the two smallest groups were less clear. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11