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

46 Citations (Scopus)

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 2008
Externally publishedYes

Fingerprint

kindergarten
Reading
Students
instruction
classroom
Growth
kindergarten teacher
reading instruction
student
elementary school
Vocabulary
vocabulary
comprehension
rating
teacher
interaction
knowledge

Keywords

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

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

Cite this

Al Otaiba, S., Connor, C., Lane, H., Kosanovich, M. L., Schatschneider, C., Dyrlund, A. K., ... 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

Reading First kindergarten classroom instruction and students' growth in phonological awareness and letter naming-decoding fluency. / Al Otaiba, Stephanie; Connor, Carol; Lane, Holly; Kosanovich, Marcia L.; Schatschneider, Chris; Dyrlund, Allison K.; Miller, Melissa S.; Wright, Tyran L.

In: Journal of School Psychology, Vol. 46, No. 3, 06.2008, p. 281-314.

Research output: Contribution to journalArticle

Al Otaiba, S, Connor, C, Lane, H, Kosanovich, ML, Schatschneider, C, Dyrlund, AK, Miller, MS & Wright, TL 2008, 'Reading First kindergarten classroom instruction and students' growth in phonological awareness and letter naming-decoding fluency', Journal of School Psychology, vol. 46, no. 3, pp. 281-314. https://doi.org/10.1016/j.jsp.2007.06.002
Al Otaiba, Stephanie ; Connor, Carol ; Lane, Holly ; Kosanovich, Marcia L. ; Schatschneider, Chris ; Dyrlund, Allison K. ; Miller, Melissa S. ; Wright, Tyran L. / Reading First kindergarten classroom instruction and students' growth in phonological awareness and letter naming-decoding fluency. In: Journal of School Psychology. 2008 ; Vol. 46, No. 3. pp. 281-314.
@article{668df0093cca4807be211e3c06315d48,
title = "Reading First kindergarten classroom instruction and students' growth in phonological awareness and letter naming-decoding fluency",
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.",
keywords = "At-risk beginning reader, Classroom reading instruction, High poverty schools, Kindergarten, Reading First",
author = "{Al Otaiba}, Stephanie and Carol Connor and Holly Lane and Kosanovich, {Marcia L.} and Chris Schatschneider and Dyrlund, {Allison K.} and Miller, {Melissa S.} and Wright, {Tyran L.}",
year = "2008",
month = "6",
doi = "10.1016/j.jsp.2007.06.002",
language = "English (US)",
volume = "46",
pages = "281--314",
journal = "Journal of School Psychology",
issn = "0022-4405",
publisher = "Elsevier BV",
number = "3",

}

TY - JOUR

T1 - Reading First kindergarten classroom instruction and students' growth in phonological awareness and letter naming-decoding fluency

AU - Al Otaiba, Stephanie

AU - Connor, Carol

AU - Lane, Holly

AU - Kosanovich, Marcia L.

AU - Schatschneider, Chris

AU - Dyrlund, Allison K.

AU - Miller, Melissa S.

AU - Wright, Tyran L.

PY - 2008/6

Y1 - 2008/6

N2 - 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.

AB - 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.

KW - At-risk beginning reader

KW - Classroom reading instruction

KW - High poverty schools

KW - Kindergarten

KW - Reading First

UR - http://www.scopus.com/inward/record.url?scp=41149100169&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=41149100169&partnerID=8YFLogxK

U2 - 10.1016/j.jsp.2007.06.002

DO - 10.1016/j.jsp.2007.06.002

M3 - Article

VL - 46

SP - 281

EP - 314

JO - Journal of School Psychology

JF - Journal of School Psychology

SN - 0022-4405

IS - 3

ER -