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

60 Citations (Scopus)

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 2011
Externally publishedYes

Fingerprint

reading instruction
kindergarten
student
instruction
classroom
teacher
small group instruction
kindergarten teacher
parents

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 journalArticle

Al Otaiba, Stephanie ; Connor, Carol M. ; Folsom, Jessica S. ; Greulich, Luana ; Meadows, Jane ; Li, Zhi. / Assessment data-Informed guidance to individualize kindergarten reading instruction : Findings from a cluster-randomized control field trial. In: Elementary School Journal. 2011 ; Vol. 111, No. 4. pp. 535-560.
@article{9f23b27be4234d8ea34bc71f65622acd,
title = "Assessment data-Informed guidance to individualize kindergarten reading instruction: Findings from a cluster-randomized control field trial",
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.",
author = "{Al Otaiba}, Stephanie and Connor, {Carol M.} and Folsom, {Jessica S.} and Luana Greulich and Jane Meadows and Zhi Li",
year = "2011",
month = "6",
doi = "10.1086/659031",
language = "English (US)",
volume = "111",
pages = "535--560",
journal = "Elementary School Journal",
issn = "0013-5984",
publisher = "University of Chicago",
number = "4",

}

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 -