Modeling the response of normally achieving and at-risk first grade children to word reading instruction

Compton, Donald L.

doi:10.1007/s11881-000-0017-3

Cited by 30 publications

(23 citation statements)

References 32 publications

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“…This research contributes to an applied body of work developed in response to accumulating evidence showing that children who enter kindergarten with well-developed language and literacy skills perform better in beginning reading instruction relative to those with less-developed skills, the latter facing substantial risk for timely achievement of skilled and fluent reading (e.g., Compton, 2000;O'Connor & Jenkins, 1999). Participation in preschool programs providing high quality language and literacy instruction is considered one of the most viable mechanisms for improving at-risk children's transition to reading instruction and reducing their vulnerability for later reading difficulties (see Snow, Burns, & Griffin, 1998).…”

Section: Discussionmentioning

confidence: 99%

Quality of language and literacy instruction in preschool classrooms serving at-risk pupils

Justice

Mashburn

Hamre

et al. 2008

Early Childhood Research Quarterly

510

298

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Policy-makers, administrators, researchers, and teachers are increasingly vested in ensuring the quality of preschool instruction, particularly in the areas of language and literacy. This research was conducted to characterize the quality of language and literacy instruction in 135 publiclyfunded preschool classrooms serving at-risk pupils. As all teachers in these classrooms were implementing the same language and literacy curriculum, we also studied the interrelationships among procedural fidelity to a prescribed curriculum and the quality of language and literacy instruction, determining whether procedural fidelity is associated or disassociated with quality instruction. Results showed that the quality of language and literacy instruction in classrooms was low, with few teachers delivering high quality instruction. Although teachers were able to implement a prescribed language and literacy curriculum with a high degree of procedural fidelity, this was not associated with quality instruction. Few structural characteristics of classrooms of teachers were systematically associated with quality of instruction. Findings have important implications for professional development of teachers by suggesting a need for a sustained and coherent focus on the process of instruction to elevate instructional quality in language and literacy.Two-thirds of 4-year-olds currently participate in early education programs, and this figure is growing annually in light of many state-level initiatives to expand enrollment or provide universal access to preschool for 4-year-old children (Barnett & Yarosz, 2004). Complementing these initiatives are movements to improve the quality of instruction within preschool programs, particularly in the area of language and literacy. As an example, the U.S. Department of Education's Early Reading First program provides funds to preschool programs to support their achievement of "excellence" in programming, particularly the provision of high-quality instruction in literacy and language through improved classroom print richness, professional development for staff, and implementation of scientificallybased curricula. The anticipated outcome of such proactive and prevention-oriented initiatives is that more children will enter school with the skills and competencies needed to succeed in early and later reading instruction.Educational-policy initiatives that seek to improve the quality of early education, particularly in the area of literacy and language instruction, are grounded in developmental theory and empirical evidence emphasizing the continuity between children's early literacy and language development and their later achievement of skilled reading (e.g., Catts, Fey, Zhang, & Tomblin, 2001;Lonigan, 2006;Storch & Whitehurst, 2002;Whitehurst & Lonigan, 1998). Evidence shows that children with well-developed language and literacy Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this ear...

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Section: Discussionmentioning

confidence: 99%

Quality of language and literacy instruction in preschool classrooms serving at-risk pupils

Justice

Mashburn

Hamre

et al. 2008

Early Childhood Research Quarterly

510

298

View full text Add to dashboard Cite

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“…Phonological awareness (Liberman et al, 1974;Snowling, 2000), rapid naming (Compton, 2000;Compton et al, 2001;Manis et al, 2000) and letter knowledge (Pennington and Lefly, 2001;Puolakanaho et al, 2007) measured in kindergarteners correlated with reading in 2 nd grade and together explained 51% of the variance. While RAN significantly improved classification of poor and normal reading 2 nd graders, letter knowledge and phonological awareness did not contribute to this discrimination, even though letter knowledge has repeatedly been identified as an important indicator of later reading problems at preschool age (Pennington and Lefly, 2001;Puolakanaho et al, 2007), especially in consistent languages.…”

Section: Prediction Of Reading Outcome With Behavioural Measuresmentioning

confidence: 99%

Print-specific multimodal brain activation in kindergarten improves prediction of reading skills in second grade

et al. 2013

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Children who are poor readers usually experience troublesome school careers and consequently often suffer from secondary emotional and behavioural problems. Early identification and prediction of later reading problems thus are critical in order to start targeted interventions for those children with an elevated risk for emerging reading problems. In this study, behavioural precursors of reading were assessed in nineteen (aged 6.4 ± 0.3 years) non-reading kindergarteners before training letter-speech sound associations with a computerized game (Graphogame) for eight weeks. The training aimed to introduce the basic principles of letter-speech sound correspondences and to initialize the sensitization of specific brain areas to print. Event-related potentials (ERP) and functional magnetic resonance imaging (fMRI) data were recorded during an explicit word/symbol processing task after the training. Reading skills were assessed two years later in second grade. The focus of this study was on clarifying whether electrophysiological and fMRI data of kindergarten children significantly improve prediction of future reading skills in 2nd grade over behavioural data alone. Based on evidence from previous studies demonstrating the importance of initial print sensitivity in the left occipito-temporal visual word form system (VWFS) for learning to read, the first pronounced difference in processing words compared to symbols in the ERP, an occipito-temporal negativity (N1: 188-281 ms) along with the corresponding functional activation in the left occipito-temporal VWFS were defined as potential predictors. ERP and fMRI data in kindergarteners significantly improved the prediction of reading skills in 2nd grade over behavioural data alone. Together with the behavioural measures they explained up to 88% of the variance. An additional discriminant analysis revealed a remarkably high accuracy in classifying normal (n=11) and poor readers (n=6). Due to the key limitation of the study, i.e. the small group sizes, the results of our prediction analyses should be interpreted with caution and regarded as preliminary despite cross-validation. Nevertheless our results indicate the potential of combining neuroimaging and behavioural measures to improve prediction at an early stage, when literacy skills are acquired and interventions are most beneficial. This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. A C C E P T E D M A N U S C R I P T ACCEPTED MANUSCRIPT A C C E P T E D M A N U S C R I P T ACCEPTED MANUSCRIPT2 Abstract:Children who are poor readers usually experience troublesome school careers and consequently often su...

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“…RAN refers to the ability to quickly name visual symbols such as letters, digits, colors or objects (Denckla & Rudel, 1974) and is predictive of reading ability, including word identification, reading comprehension and phonological recoding (Ackerman & Dykman, 1993;Compton, 2000;Manis, Seidenberg, & Doi, 1999;Schatsneider, Fletcher, Francis, Carlson, & Foorman, 2004). Although RAN is an important reading skill, there is debate within the literature as to where to place RAN among the other predictors of reading.…”

Section: Reading Skillsmentioning

confidence: 99%

Reading Skills in Down Syndrome: An Examination of Orthographic Knowledge

Loveall

Conners

2016

American Journal on Intellectual and Developmental Disabilities

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The primary purpose of the present study was to examine orthographic knowledge in a sample of individuals with Down syndrome (DS) in comparison to typically developing (TD) children matched on word identification ability. Phonological recoding was also compared across groups. A secondary purpose of the study was to estimate literacy rates in DS using parent reports. Results of the parent study revealed that most individuals with DS over the age of 5 years can read words. Results of the child study revealed that individuals with DS performed worse than TD controls on a measure of phonological recoding, but similarly on two measures of orthographic knowledge. Interestingly, the group with DS performed worse on a third measure of orthographic knowledge. The first two orthographic tasks both included real words as stimuli; the third orthographic task used letter patterns, but did not include real words. These results suggest that individuals with DS may have a relative strength in word-specific orthographic knowledge but not in general orthographic knowledge.iii DEDICATION This dissertation is dedicated to mothers. To the mothers of my participants, who never stop believing in or fighting for their children, I am continually amazed and touched by your dedication and love. To my own mother, who is my rock and inspiration, thank you for telling me I could do anything I set my mind to, for believing it, and for helping me believe it. My success is your success. Love you.iv

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Modeling the response of normally achieving and at-risk first grade children to word reading instruction

Cited by 30 publications

References 32 publications

Quality of language and literacy instruction in preschool classrooms serving at-risk pupils

Quality of language and literacy instruction in preschool classrooms serving at-risk pupils

Print-specific multimodal brain activation in kindergarten improves prediction of reading skills in second grade

Reading Skills in Down Syndrome: An Examination of Orthographic Knowledge

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