Comparing Four Literacy Reform Models in High‐Poverty Schools: Patterns of First‐Grade Achievement

Tivnan, Terrence; Hemphill, Lowry

doi:10.1086/431885

Cited by 32 publications

(20 citation statements)

References 24 publications

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“…Nevertheless, in a study conducted post NCLB in 47 first grade classrooms, Connor et al (2009) observed a range of 0-8.4 min (M = .43 min) spent on oral vocabulary and a range of 0-112 min spent on print vocabulary (M = 8.5 min) instruction during their 120 min language arts block. In a study comparing four literacy reform models implemented in first grades in 16 low-income schools, Tivnan and Hemphill (2005) reported means of 1-6 min spent on vocabulary work during the daily literacy block of 90-120 min. While all four models produced positive outcomes in word reading, word attack, and phonemic awareness, most children, regardless of program, did not reach grade-level in vocabulary and reading comprehension.…”

Section: Introductionmentioning

confidence: 99%

Effects of pre-service teachers’ receptive vocabulary knowledge on their interactive read-alouds with elementary school students

Corrigan

2010

Read Writ

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There are individual differences in the amount and type of vocabulary that adults produce to young children in the home environment before the children enter school. How many words a mother knows is a significant predictor of a child's vocabulary. The current study addressed the question of whether there were individual differences in the amount and type of vocabulary that pre-service teachers produced in their first read-aloud lessons to first and second grade students. Specifically, would pre-service teachers with higher vocabulary scores differ from those with lower vocabulary scores in their choice of books to read and in the language they used to discuss the books? Results indicated that pre-service teachers with more advanced vocabulary scores chose books with more vocabulary diversity and sophistication. When they chose narrative texts, they also chose books that were more difficult in terms of their semantic cohesion. Both the receptive vocabulary of pre-service teachers and the language in the books that they chose had an effect on the ''teacher talk'' that they used in the lesson surrounding the book reading. Just as parents show individual differences in the richness of the language input provided to their children before they enter school, pre-service teachers own knowledge of language varies, and this influences the linguistic input that they provide to their students.

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Section: Introductionmentioning

confidence: 99%

Effects of pre-service teachers’ receptive vocabulary knowledge on their interactive read-alouds with elementary school students

Corrigan

2010

Read Writ

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“…There is now substantial documentation that variability in student outcomes is more closely associated with "natural" variability among classroom teachers than it is with variability between and among instructional programs (e.g., Bond & Dykstra, 1967;Tivnan & Hemphill, 2005). Moreover, several studies have documented substantial variability in the effectiveness of the early literacy instruction provided by classroom teachers (Foorman & Schatschneider, 2003;Pressley et al, 2001;Taylor, Pearson, Clark, & Walpole, 2000).…”

Section: Introductionmentioning

confidence: 99%

Reducing the incidence of early reading difficulties: Professional Development for classroom teachers versus direct interventions for children

Scanlon

Gelzheiser

Vellutino

et al. 2008

Learning and Individual Differences

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This study examined the effectiveness of two tiers of intervention for preventing early reading difficulties among kindergarten children who qualified as at risk of experiencing difficulty in the early stages of learning to read. Participating schools were randomly assigned to one of three treatment conditions: Professional Development for classroom teachers which served as a Tier 1 intervention, small group supplemental Intervention for children which served as a Tier 2 intervention, or both Professional Development for teachers and direct intervention for children. Three cohorts of children were followed from the beginning of kindergarten to the beginning of first grade. The first cohort served as a Baseline Cohort. The experimental treatments were instituted for the second cohort (Implementation Cohort). The third cohort served as a Maintenance Cohort which allowed us to evaluate whether effects of PD were still evident in the year following the implementation of the PD program. Data were gathered on both student achievement and classroom language arts instruction for each cohort. Outcomes suggested that all three treatments were very effective in reducing the number of at risk kindergartners who remained at risk for reading difficulties at the end of the school year although differences in the effectiveness of classroom instruction observed for the Baseline Cohort made it difficult to confidently compare the relative effectiveness of the three treatment conditions. However, comparisons between the Baseline and Maintenance Cohorts clearly revealed characteristics of classroom instruction that were associated with reductions in the number of children who qualified as at risk for reading difficulties at the beginning of first grade.

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“…Metalingvistiliste võimete all mõeldakse keele struktuuride ja funktsioonide teadvustamist ning nende teadlikku kasutamist (Alipour, 2014). Tekstimõistmise seisukohalt on olulised ka kooliga seotud tegurid, nt õpetaja valitud tekstid, õpetamistegevused (rühmatööd, arutelud) ja tekstimõistmise õpeta-misele pühendatud aeg (Matthews & Kesner, 2003;Schleppegrell, 2004;Taylor, Pearson, Clark, & Walpole, 2000;Tivnan & Hemphill, 2005), mille kaudu saab õpetaja toetada ja kujundada tekstimõistmise arengut. Tennet (2015) eristab omavahel seotud tekstimõistmise komponente, mis esindavad kolme laiemat valdkonda: lingvistilisi protsesse (sõnavara ja sün-taks), teadmisi (üldised ja valdkonnaspetsiifilised) ning kognitiivseid protsesse (mälu, järeldamine, arusaamise seire).…”

Section: Tekstimõistmise Komponendid Ja Nende Muutus Ajasunclassified

A longitudinal introspective into the text comprehension tasks of national tests and exams of the Estonian language

Kärbla¹,

Uibu²,

Männamaa³

2018

EHA

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a Tartu Ülikooli haridusteaduste instituut b Tartu Ülikooli kliinilise meditsiini instituut AnnotatsioonTekstimõistmise saab jaotada sõnasõnaliseks, järeldavaks ja hindavaks tasandiks, mis on üksteisega hierarhiliselt seotud. Info töötlemiseks kõrgeimal tasandil peab lugeja mõistma teksti ka teistel tasanditel. Uurimuse eesmärk on välja selgitada, kuivõrd sarnane on tekstimõistmisülesannete tasandilise jaotuse struktuur eri aastate eesti keele riiklikes taseme-ja eksamitöödes, ning teada saada, kuivõrd muutub tekstimõistmise eri tasandite ülesannete osakaal vanemates klassides. Selleks analüüsiti 2013.-2016. aasta 3. ja 6. klassi eesti keele tasemetööde ning 9. klassi eksamitööde tekstimõistmisülesandeid pikilõikeliselt (3. klassist 78 üles-annet, 6. klassist 67 ülesannet ja 9. klassist 87 ülesannet). Selgus, et sama klassi tööde tekstimõistmisülesannete tasandilise jaotuse struktuur oli aastati erinev ning eri aastatel keskenduti erinevate oskuste hindamisele. Samuti ilmnes, et kõikide aastate 3. klassi tasemetööd sisaldasid hindava tasandi ülesandeid, kuid need üles-anded puudusid 6. klassi tasemetöödest kahel aastal ja 9. klassi eksamitööst ühel aastal. Seevastu madalaima ehk sõnasõnalise tasandi ülesandeid oli kõige vähem kõikide aastate 3. klassi tasemetöödes. Kuna vanuse suurenedes paraneb õpilaste tekstimõistmine järeldaval ja hindaval tasandil, peaksid vanemate klasside tasemeja eksamitööd sisaldama rohkem ülesandeid, mis arvestavad muutusega õpilaste tekstimõistmise arengus.Võtmesõnad: tekstimõistmise tasandid ja komponendid, tasandilise jaotuse struktuur, põhikooli riiklikud taseme-ja eksamitööd, suulise ja kirjaliku teksti mõistmine SissejuhatusSuulise ja kirjaliku teksti mõistmine on koolis eduka toimetuleku oluline eeldus. Loetust arusaamiseks on vaja rakendada tekstimõistmise eri komponente 1 Haridusteaduste instituut, Tartu Ülikool, Salme 1a, 50103 Tartu; triinu.karbla@ut.ee

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Comparing Four Literacy Reform Models in High‐Poverty Schools: Patterns of First‐Grade Achievement

Cited by 32 publications

References 24 publications

Effects of pre-service teachers’ receptive vocabulary knowledge on their interactive read-alouds with elementary school students

Effects of pre-service teachers’ receptive vocabulary knowledge on their interactive read-alouds with elementary school students

Reducing the incidence of early reading difficulties: Professional Development for classroom teachers versus direct interventions for children

A longitudinal introspective into the text comprehension tasks of national tests and exams of the Estonian language

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