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Instructional Factors Predicting Student Outcomes for Fourth-Grade Struggling Readers

Title: Instructional Factors Predicting Student Outcomes for Fourth-Grade Struggling Readers.
Name(s): Kent, Shawn, author
Wanzek, Jeanne A., professor directing dissertation
Schatschneider, Christopher, university representative
Kim, Young-Suk, 1970-, committee member
Foorman, Barbara R., committee member
Florida State University, degree granting institution
College of Education, degree granting college
Type of Resource: text
Genre: Text
Issuance: monographic
Date Issued: 2014
Publisher: Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource (134 pages)
Language(s): English
Abstract/Description: Within RTI models, Tier 1 instruction represents an important foundation for the prevention and remediation of reading difficulties, but has largely been ignored in previous RTI research. This study examined the amount, type, and quality of core reading instruction provided to fourth-grade struggling readers. Further, this research sought to examine whether specific elements of Tier 1 and/or supplemental reading instruction received, predicted growth in fourth grade students' reading skills. A total of 110 students, receiving school-based reading instruction in 22 classrooms, in four school districts located in two states/sites participated. Tier 1 reading instruction was observed and coded for instructional dimensions, including reading components, grouping, and quality. In general, reading comprehension and vocabulary were the most prevalent components of instruction, while limited time was allocated to word-level reading skills. Several significant differences in time allocated to overall instruction and components of instruction were noted between sites. Overall, there were few unique Tier 1 instructional predictors of student achievement at the end of the year, and the best predictor of student performance at the end of fourth grade was initial status in the fall. Further, students receiving supplemental reading instruction outperformed those students receiving only Tier 1 on measures of oral reading fluency. Implications for classroom instruction and future research are discussed.
Identifier: FSU_migr_etd-9197 (IID)
Submitted Note: A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy.
Degree Awarded: Fall Semester, 2014.
Date of Defense: October 30, 2014.
Keywords: reading instruction, response to intervention, upper elementary
Bibliography Note: Includes bibliographical references.
Advisory Committee: Jeanne Wanzek, Professor Directing Dissertation; Young-Suk Kim, Committee Member; Barbara Foorman, Committee Member.
Subject(s): Reading
Persistent Link to This Record:
Host Institution: FSU

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Kent, S. (2014). Instructional Factors Predicting Student Outcomes for Fourth-Grade Struggling Readers. Retrieved from