Preventing retention: First grade classroom instruction and student characteristics

Jennifer Lucas Dombek, Carol Mcdonald Connor

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

Retention is a frequently used strategy to support children who are struggling academically. However, the strategy is costly, and research findings with regard to positive outcomes are mixed. This study examined whether efficacious reading instruction might reduce rates of retention in first grade. We also evaluated the reading instruction the students received compared with children with similar reading and vocabulary skills who were not retained. Additionally, we examined the impact students' self-regulation may have on grade retention. Findings reveal that it was significantly less likely for students to be retained at the end of first grade if their teacher was implementing more efficacious reading instruction. Moreover, there were substantial differences in the literacy instruction provided for children who were and were not retained. Finally, students in the efficacious reading condition who were retained exhibited significantly weaker self-regulation skills than did their matched-promoted peers.

Original languageEnglish (US)
Pages (from-to)568-588
Number of pages21
JournalPsychology in the Schools
Volume49
Issue number6
DOIs
StatePublished - Jul 2012
Externally publishedYes

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reading instruction
Reading
school grade
Students
instruction
classroom
self-regulation
student
Vocabulary
vocabulary
literacy
teacher
Research
Self-Control

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

Cite this

Preventing retention : First grade classroom instruction and student characteristics. / Dombek, Jennifer Lucas; Connor, Carol Mcdonald.

In: Psychology in the Schools, Vol. 49, No. 6, 07.2012, p. 568-588.

Research output: Contribution to journalArticle

Dombek, Jennifer Lucas ; Connor, Carol Mcdonald. / Preventing retention : First grade classroom instruction and student characteristics. In: Psychology in the Schools. 2012 ; Vol. 49, No. 6. pp. 568-588.
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