TY - JOUR
T1 - Examining the core
T2 - Relations among reading curricula, poverty, and first through third grade reading achievement
AU - Crowe, Elizabeth Coyne
AU - Connor, Carol Mc Donald
AU - Petscher, Yaacov
N1 - Funding Information:
We thank Stephanie Al Otaiba, Laura Hassler Lang, Steven Pfeiffer, and Young-Suk Kim for their helpful comments on this work. This work was supported, in part, by an Institute of Education Sciences, United States Department of Education pre-doctoral training grant (R305B04074), and R305H04013 and R305B070074 , “Child by Instruction Interactions: Effects of Individualizing Instruction”, and by a grant (R01HD48539) from the National Institute for Child Health and Human Development. Views expressed herein are solely those of the authors and have not been cleared by the granting agency.
Copyright:
Copyright 2009 Elsevier B.V., All rights reserved.
PY - 2009/6
Y1 - 2009/6
N2 - Policy changes at the federal and state level are endeavoring to improve student achievement at schools serving children from lower-SES homes. One important strategy is the focus on using evidence-based core reading curricula to provide a consistent framework for instruction across schools. However, rarely have these curricula undergone rigorous comparative testing. Therefore, the purpose of this study was to compare the effects of six core reading curricula on oral reading fluency growth, while appraising whether these effects differ by grade level and for children living in lower socioeconomic (SES) households. Over 30,000 students in first through third grade Florida Reading First classrooms comprise this academically and economically diverse cross-sectional. Hierarchical Linear Modeling was used to model latent growth curves for students' reading fluency scores over the school year. Growth curves revealed differences across curricula as well as between students of lower and higher SES, suggesting that reading fluency growth trajectories for curricula varied depending on student SES and grade level. Findings indicate that while there are similarities among curricula, they sometimes differ in their ability to promote reading skill growth. Differences by grade level and SES were also detected. However, many of these differences were small. Implications for the use of curriculum as a conduit for improving reading instruction are discussed.
AB - Policy changes at the federal and state level are endeavoring to improve student achievement at schools serving children from lower-SES homes. One important strategy is the focus on using evidence-based core reading curricula to provide a consistent framework for instruction across schools. However, rarely have these curricula undergone rigorous comparative testing. Therefore, the purpose of this study was to compare the effects of six core reading curricula on oral reading fluency growth, while appraising whether these effects differ by grade level and for children living in lower socioeconomic (SES) households. Over 30,000 students in first through third grade Florida Reading First classrooms comprise this academically and economically diverse cross-sectional. Hierarchical Linear Modeling was used to model latent growth curves for students' reading fluency scores over the school year. Growth curves revealed differences across curricula as well as between students of lower and higher SES, suggesting that reading fluency growth trajectories for curricula varied depending on student SES and grade level. Findings indicate that while there are similarities among curricula, they sometimes differ in their ability to promote reading skill growth. Differences by grade level and SES were also detected. However, many of these differences were small. Implications for the use of curriculum as a conduit for improving reading instruction are discussed.
KW - Curriculum
KW - Growth curve modeling
KW - Oral reading fluency
KW - Socioeconomic status
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U2 - 10.1016/j.jsp.2009.02.002
DO - 10.1016/j.jsp.2009.02.002
M3 - Article
C2 - 19328286
AN - SCOPUS:63149172070
SN - 0022-4405
VL - 47
SP - 187
EP - 214
JO - Journal of School Psychology
JF - Journal of School Psychology
IS - 3
ER -