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 language | English (US) |
|---|---|
| Pages (from-to) | 535-560 |
| Number of pages | 26 |
| Journal | Elementary School Journal |
| Volume | 111 |
| Issue number | 4 |
| DOIs | |
| State | Published - Jun 2011 |
| Externally published | Yes |
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ASJC Scopus subject areas
- Education
Cite this
Assessment data-Informed guidance to individualize kindergarten reading instruction : Findings from a cluster-randomized control field trial. / Al Otaiba, Stephanie; Connor, Carol M.; Folsom, Jessica S.; Greulich, Luana; Meadows, Jane; Li, Zhi.
In: Elementary School Journal, Vol. 111, No. 4, 06.2011, p. 535-560.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Assessment data-Informed guidance to individualize kindergarten reading instruction
T2 - Findings from a cluster-randomized control field trial
AU - Al Otaiba, Stephanie
AU - Connor, Carol M.
AU - Folsom, Jessica S.
AU - Greulich, Luana
AU - Meadows, Jane
AU - Li, Zhi
PY - 2011/6
Y1 - 2011/6
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=79955974637&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=79955974637&partnerID=8YFLogxK
U2 - 10.1086/659031
DO - 10.1086/659031
M3 - Article
AN - SCOPUS:79955974637
VL - 111
SP - 535
EP - 560
JO - Elementary School Journal
JF - Elementary School Journal
SN - 0013-5984
IS - 4
ER -