Can a Mixed-Method Literacy Intervention Improve the Reading Achievement of Low-Performing Elementary School Students in an After-School Program?

Kim, James Sangil; Capotosto, Lauren; Hartry, Ardice; Fitzgerald, Robert

doi:10.3102/0162373711399148

Cited by 33 publications

(24 citation statements)

References 30 publications

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“…Finally, although decoding and fluency are essential to comprehension, and interventions that focus on these skills have shown positive effects on comprehension (e.g., Gunn, Biglan, Smolkowski, & Ary, ; Kim, Capotosto, Hartry, & Fitzgerald, ; O'Connor, White, & Swanson, ; Vadasy & Sanders, ), there was relatively little instruction on decoding and fluency observed in this study, and instruction in attending to these skills did not show positive relations with comprehension. The limited attention to fluency and decoding instruction is consistent with the recent observational work by Ness () and may be driven by the fact that our observations were conducted in upper elementary–grade classrooms, where decoding and fluency instruction typically begin to taper in their predictive strength relative to comprehension (Gough & Tunmer, ; Hoover & Gough, ) and where instruction tends to shift in focus to reading for learning (Chall, ).…”

Section: Discussioncontrasting

confidence: 64%

Teachers' Instruction and Students' Vocabulary and Comprehension: An Exploratory Study With English Monolingual and Spanish-English Bilingual Students in Grades 3-5

et al. 2013

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The primary aim of this study was to explore the relationship between teachers' instruction and students' vocabulary and comprehension in grades 3–5. The secondary aim of this study was to investigate whether this relationship differed for English monolingual and Spanish–English bilingual students. To meet these aims, we observed and recorded reading/language arts instruction in 33 classrooms at three points during an academic year, and we assessed 274 students on vocabulary and comprehension at the beginning and end of the year. Using field notes and student utterances to understand the context, we coded teacher utterances (e.g., questions, comments, prompts) as vocabulary instruction, comprehension instruction, other instruction, or noninstruction. We then identified five types of vocabulary‐related instruction and five types of comprehension‐related instruction. Using latent difference modeling, we investigated how the frequency of different types of instruction was associated with change in students' vocabulary and comprehension across the school year. Teachers' instruction related to definitions, word relations, and morphosyntax was positively associated with change in vocabulary; teachers' instruction related to application across contexts and literal comprehension was negatively associated with change in vocabulary; and teachers' instruction related to inferential comprehension was positively associated with change in comprehension. The findings also revealed an interaction between language status and teachers' instruction, such that instruction that attended to comprehension strategies was associated with greater positive change in comprehension for bilingual (but not for monolingual) students.

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Section: Discussioncontrasting

confidence: 64%

Teachers' Instruction and Students' Vocabulary and Comprehension: An Exploratory Study With English Monolingual and Spanish-English Bilingual Students in Grades 3-5

et al. 2013

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“…The second qualifying study conducted by Kim and his colleagues (Kim, Capotosto, Hartry, & Fitzgerald, ) built on their previous work. Unlike the modified READ 180 version used in the first study, the later study used a READ 180 Enterprise version that was designed to conclude with a teacher‐directed whole‐group wrap‐up lesson to review key objectives.…”

Section: Resultsmentioning

confidence: 99%

Effects of Educational Technology Applications on Reading Outcomes for Struggling Readers: A Best‐Evidence Synthesis

Cheung

Slavin

2013

Reading Research Quarterly

122

118

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A B S T R A C TThis review examines the effectiveness of educational technology applications in improving the reading achievement of struggling readers in elementary schools. The review applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 20 studies based on about 7,000 students in grades 1-6 were included in the final analysis. Findings indicate that educational technology applications produced a positive but small effect on the reading skills of struggling readers (ES = .14) in comparison with "business as usual" methods. Among four types of educational technology applications, small-group integrated applications such as Read, Write & Type and the Lindamood Phoneme Sequence Program produced the largest effect sizes (ES = .32). These are tutorial educational technology applications that use small-group interaction tightly integrated with reading curriculum. Supplementary models, such as Jostens and Lexia, had a larger number of studies (N = 12) and a more modest effect size (ES = .18). Comprehensive models, such as READ 180 and ReadAbout (ES = .04) and Fast ForWord (ES = .06), did not produce meaningful positive effect sizes. However, the results of these two categories of programs should be interpreted with extreme caution due to the small number of studies involved. More studies are required to validate the effectiveness of all technology applications. Policy implications are discussed.

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“…Meanwhile, relationships between FoI and student outcomes are rarely explored. For example, one study of the popular adolescent reading intervention program READ 180 (Houghton Mifflin Harcourt, 2015) 9 conducted three observations per teacher, conceptualizing FoI as adherence and rating teachers on a three-point scale for each of seven instructional activities (Kim, Capotosto, Hartry, & Fitzgerald, 2011). However, they did not consider FoI in their analysis of student outcomes.…”

Section: Fidelity Of Implementation and Reading Interventionsmentioning

confidence: 99%

Teacher implementation of an adolescent reading intervention

Troyer¹

2017

Teaching and Teacher Education

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Can a Mixed-Method Literacy Intervention Improve the Reading Achievement of Low-Performing Elementary School Students in an After-School Program?

Cited by 33 publications

References 30 publications

Teachers' Instruction and Students' Vocabulary and Comprehension: An Exploratory Study With English Monolingual and Spanish-English Bilingual Students in Grades 3-5

Teachers' Instruction and Students' Vocabulary and Comprehension: An Exploratory Study With English Monolingual and Spanish-English Bilingual Students in Grades 3-5

Effects of Educational Technology Applications on Reading Outcomes for Struggling Readers: A Best‐Evidence Synthesis

Teacher implementation of an adolescent reading intervention

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