Reading First kindergarten classroom instruction and students' growth in phonological awareness and letter naming-decoding fluency

Stephanie Al Otaiba, Carol Connor, Holly Lane, Marcia L. Kosanovich, Chris Schatschneider, Allison K. Dyrlund, Melissa S. Miller, Tyran L. Wright

    Research output: Contribution to journalArticle

    52 Scopus citations

    Abstract

    This study investigated the role of the amount, content, and implementation of reading instruction provided by 17 kindergarten teachers in eight Reading First elementary schools as it related to students' progress (n = 286 students) on early reading assessments of phonological awareness and letter naming-decoding fluency. Children's phonological awareness and letter naming-decoding fluency grew significantly from fall to spring. On average, across the three 60 min observations, teachers provided over 30 min a day of phonological awareness and phonics instruction and 15 min a day of vocabulary and comprehension instruction. Global ratings of instructional quality revealed two implementation factors: explicit and individualized implementation and meaningful interactions around text. Hierarchical linear modeling revealed that the amounts of specific instructional content, as well as how this instruction was implemented, was related to students' letter knowledge and phonological awareness skill growth.

    Original languageEnglish (US)
    Pages (from-to)281-314
    Number of pages34
    JournalJournal of School Psychology
    Volume46
    Issue number3
    DOIs
    StatePublished - Jun 1 2008

    Keywords

    • At-risk beginning reader
    • Classroom reading instruction
    • High poverty schools
    • Kindergarten
    • Reading First

    ASJC Scopus subject areas

    • Education
    • Developmental and Educational Psychology

    Fingerprint Dive into the research topics of 'Reading First kindergarten classroom instruction and students' growth in phonological awareness and letter naming-decoding fluency'. Together they form a unique fingerprint.

  • Cite this

    Al Otaiba, S., Connor, C., Lane, H., Kosanovich, M. L., Schatschneider, C., Dyrlund, A. K., Miller, M. S., & Wright, T. L. (2008). Reading First kindergarten classroom instruction and students' growth in phonological awareness and letter naming-decoding fluency. Journal of School Psychology , 46(3), 281-314. https://doi.org/10.1016/j.jsp.2007.06.002