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longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students' reading from first through third grade.

Title: A longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students' reading from first through third grade.
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Name(s): Connor, Carol McDonald, author
Morrison, Frederick J, author
Fishman, Barry, author
Crowe, Elizabeth C, author
Al Otaiba, Stephanie, author
Schatschneider, Christopher, author
Type of Resource: text
Genre: Text
Date Issued: 2013-08-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: Using a longitudinal cluster-randomized controlled design, we examined whether students' reading outcomes differed when they received 1, 2, or 3 years of individualized reading instruction from first through third grade, compared with a treated control group. More than 45% of students came from families living in poverty. Following students, we randomly assigned their teachers each year to deliver individualized reading instruction or a treated control condition intervention focused on mathematics. Students who received individualized reading instruction in all three grades showed the strongest reading skills by the end of third grade compared with those who received fewer years of such instruction. There was inconsistent evidence supporting a sustained first-grade treatment effect: Individualized instruction in first grade was necessary but not sufficient for stronger third-grade reading outcomes. These effects were achieved by regular classroom teachers who received professional development, which indicates that policies that support the use of evidence-based reading instruction and teacher training can yield increased student achievement.
Identifier: FSU_pmch_23785038 (IID), 10.1177/0956797612472204 (DOI), PMC4737583 (PMCID), 23785038 (RID), 23785038 (EID), 0956797612472204 (PII)
Keywords: Academic achievement, Childhood development, Dyslexia, Literacy, Reading
Grant Number: P50 HD052120, P50 R01HD48539, R01 HD048539, R01HD48539, R21 HD062834
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4737583.
Subject(s): Achievement
Child
Education/methods
Humans
Linear Models
Longitudinal Studies
Reading
Students
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_23785038
Owner Institution: FSU
Is Part Of: Psychological science.
1467-9280
Issue: iss. 8, vol. 24

Choose the citation style.
Connor, C. M. D., Morrison, F. J., Fishman, B., Crowe, E. C., Al Otaiba, S., & Schatschneider, C. (2013). A longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students' reading from first through third grade. Psychological Science. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_23785038