Assessment data-Informed guidance to individualize kindergarten reading instruction: Findings from a cluster-randomized control field trial

Stephanie Al Otaiba, Carol M. Connor, Jessica S. Folsom, Luana Greulich, Jane Meadows, Zhi Li

    Research output: Contribution to journalArticle

    64 Scopus citations

    Abstract

    The purpose of this cluster-randomized control field trial was to examine whether kindergarten teachers could learn to differentiate classroom reading instruction using Individualized Student Instruction for Kindergarten (ISI-K) and to test the efficacy of differentiation on reading outcomes. The study involved 14 schools, 23 ISI-K (n = 305 students) and 21 contrast teachers (n = 251 students). Data sources included classroom observations, parent surveys, and student assessments of language, cognitive, and reading skills. Hierarchical multivariate linear modeling revealed that students in ISI-K classrooms outperformed contrast studentsona latent measure of reading skills (ES = .52). Teachers in both conditions provided small-group instruction, but teachers in the ISI-K condition provided significantly more individualized instruction. Findings are discussed regarding professional development to differentiate core reading instruction and the challenge of using Response to Intervention approaches to address students' needs in the areas of reading.

    Original languageEnglish (US)
    Pages (from-to)535-560
    Number of pages26
    JournalElementary School Journal
    Volume111
    Issue number4
    DOIs
    StatePublished - Jun 1 2011

    ASJC Scopus subject areas

    • Education

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