Dynamic indicators of basic early literacy skills
01 Jan 2010-
TL;DR: Assessment procedures are needed to identify children early who are experiencing difficulty acquiring early literacy skills and evaluate the effectiveness of interventions for individual learners.
Abstract: There is no doubt that all levels of the South African education system consider the academic achievement of our country‘s children of the utmost importance. Each day the public is continually reminded of this through newspapers, radio, and television reports describing the adequacy or inadequacy of educational policy and practices. Certainly, reading achievement is among the most important of educational goals for this nation‘s children. Understanding that the foundation of a child‘s future reading success is often determined before leaving Grade 3 (Juel, 1988), the continual assessment of component literacy skills beginning when children enter pre-school, has become increasingly popular and prevalent in today‘s schools. The National Research Council (1998) indicated that assessment systems that can identify reading difficulties early and prevent later reading failure need to be in place. Good, Simmons, and Smith (1998, p. 46) state that assessment procedures are needed to ―(a) identify children early who are experiencing difficulty acquiring early literacy skills, (b) contribute to the effectiveness of interventions by providing ongoing feedback to teachers, parents, and learners, (c) evaluate the effectiveness of interventions for individual learners, (d) determine when learner progress is adequate and further intervention is not necessary, and (f) evaluate the overall effectiveness of early intervention efforts‖.
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TL;DR: This paper examined the development of oral language and decoding skills from preschool to early elementary school and their relation to beginning reading comprehension using a cross-sequential design and found that both sets of skills in 2nd grade independently predicted a child's reading comprehension.
Abstract: The authors examined the development of oral language and decoding skills from preschool to early elementary school and their relation to beginning reading comprehension using a cross-sequential design. Four- and 6-year-old children were tested on oral language and decoding skills and were retested 2 years later. In all age groups, oral language and decoding skills formed distinct clusters. The 2 clusters were related to each other in preschool, but this relation became weaker in kindergarten and 2nd grade. Structural equation modeling showed that both sets of skills in 2nd grade independently predicted a child's reading comprehension. These findings confirm and extend the view that the 2 clusters of skills develop early in a child's life and contribute to reading comprehension activities in early elementary school, with each cluster making a considerable, unique contribution
593 citations
TL;DR: The authors examined four major definitions of reading fluency and their relationship to accuracy, automaticity, and prosody, and proposed a new definition of fluency, which is based on the theoretical perspectives surrounding automaticity.
Abstract: Over the past decade, fluent reading has come to be seen as a central component of skilled reading and a driving force in the literacy curriculum. However, much of this focus has centered on a relatively narrow definition of reading fluency, one that emphasizes automatic word recognition. This article attempts to expand this understanding by synthesizing several key aspects of research on reading fluency, including theoretical perspectives surrounding automaticity and prosody. It examines four major definitions of reading fluency and their relationship to accuracy, automaticity, and prosody. A proposed definition is presented. Finally, the implications of these definitions for current assessment and instruction are considered along with suggestions for reenvisioning fluency's role within literacy curriculum.
عبر العقد الماضي أصبحت مرونة القراءة عنصرا محوريا لمهارة القراءة والقوة القائدة في المنهاج الدراسي المتعلق بمعرفة القراءة والكتابة. ومع ذلك تمحور كثيرا من هذا التركيز على تعريف ضيق نسبيا لدى المرونة القرائية وهو الذي يشدد على التعريف التلقائي على الكلمة. لذا تحاول هذه المقالة إلى توسيع هذا الفهم من خلال تضافر بضعة مظاهر رئيسية من الأبحاث المتعلقة بمرونة القراءة بما فيها أبعاد نظرية حول التلقائية والنثرية. وتفحص المقالة أربعة تعاريف رئيسية لمرونة القراءة وعلاقتها بالدقة والتلقائية والنثرية. ولقد تم تقديم تعريف محتمل وأخيرا يتم الأخذ بعين الاعتبار عواقب هذه التعاريف للتقييم والتعليم بالإضافة إلى إعادة النظر في دور المرونة في منهاج معرفة القراءة والكتابة الدراسي.
在过去十年期间，阅读流畅已被视为熟练阅读的主要部分，亦是读写能力课程的一种驱动力。然而，这种看法大部分聚焦于一个较为狭隘的阅读流畅定义上，只强调自动化识别单字。本文尝试综合处理有关阅读流畅研究的几个主要方面，包括与自动化程度及音韵表达相关的理论观点，藉以增加对阅读流畅的认识。本文检视四个主要的阅读流畅定义，及其与准确性、自动化程度、音韵表达之间的关系，并提出一个较为广阔的阅读流畅定义。最后，本文考量这些定义给目前的评估与教学带来的启示，以及建议重新展望阅读流畅在读写课程中所扮演的角色。
Au cours des dix dernieres annees, la lecture courante est devenue une composante centrale du savoir lire et une locomotive dans les programmes de litteratie. Cependant, une large part de cet interet s'est centre sur une definition relativement etroite de la lecture courante, celle qui met l'accent sur la reconnaissance automatique des mots. Cet article se propose d'elargir cette comprehension en faisant la synthese d'aspects majeurs des recherches relatifs a la lecture courante, notamment des perspectives theoriques concernant l'automaticite, et de la prosodie. Nous proposons une definition alternative. Nous considerons enfin les implications de ces definitions pour l'enseignement et l'evaluation actuels ainsi que des suggestions en vue d'un reexamen du role de la lecture courante dans les programmes de litteratie.
За последнее десятилетие беглость стала основным критерием качества чтения и краеугольным камнем учебных программ по становлению грамотности. Однако само представление о беглости зачастую выглядит достаточно однобоко: упор делается исключительно на автоматическое опознавание слов. Авторы статьи пытаются расширить это представление, синтезировав ключевые аспекты беглости, фигурирующие в различных исследованиях и теоретических работах. Авторы рассматривают четыре существующих определения беглого чтения и их связь с точностью, автоматизмом и просодией и предлагают свое, синтезированное определение. Затем обсуждается значение этих определений для подхода к обучению и оцениванию и предлагается пересмотреть роль такого параметра, как беглость чтения, в программах по развитию грамотности.
En los ultimos diez anos, leer con fluidez se ha convertido en un componente central de la lectura habil y una fuerza principal del curriculo de alfabetizacion. Sin embargo, gran parte de este esfuerzo se ha enfocado en una definicion muy restringida de la fluidez al leer: reconocer palabras automaticamente. Este articulo trata de expandir este entendimiento juntando varios aspectos claves de la investigacion sobre la fluidez al leer, entre ellos perspectivas teoricas sobre la automaticidad y la prosodia. Se examinan cuatro definiciones fundamentales de la fluidez al leer y su relacion a la precision, la automaticidad, y la prosodia. Se sugiere una definicion. Por ultimo, se consideran las implicaciones de estas definiciones para la evaluacion y la instruccion hoy dia y se hacen sugerencias para volver a pensar sobre el rol de la fluidez en el curriculo de alfabetizacion.
487 citations
TL;DR: Meta-analytic results indicate that claims regarding the academic, behavioral, and cognitive benefits associated with extant cognitive training programs are unsupported in ADHD, and leave open the possibility that cognitive training techniques designed to improve empirically documented executive function deficits may benefit children with ADHD.
436 citations
TL;DR: The authors conducted a comprehensive review of research to identify the impact of coaching on changes in preservice and in-service teachers' implementation of evidence-based practices, and identified a total of 13 studies from the 20 years of literature they searched.
Abstract: The authors conducted a comprehensive review of research to identify the impact of coaching on changes in preservice and in-service teachers’ implementation of evidence-based practices They identified a total of 13 studies from the 20 years of literature they searched In general, coaching improved the extent to which teachers accurately implement evidence-based practices such as ClassWide Peer Tutoring, Direct Instruction, Learning Strategies, and Positive Behavior Support in classrooms or practicum settings The retrieved studies also suggest that highly engaged, small-group initial training, followed by multiple observations, feedback, and modeling are critical components across coaching interventions A few studies also provide promising data to support the consequential effects of coaching on improvements in student achievement The authors offer suggestions for future research and practice related to preservice and in-service teacher training
395 citations
Cites methods from "Dynamic indicators of basic early l..."
...For example, studies should examine the impact of specific coaching models on changes in students’ reading performance using psychometrically valid curriculum-based measures (CBM) such as the Dyamic Indicator of Basic Early Literacy Skills (Good & Kaminski, 2002) or math and writing performance using CBM such as AIMSWeb....
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...…examine the impact of specific coaching models on changes in students’ reading performance using psychometrically valid curriculum-based measures (CBM) such as the Dyamic Indicator of Basic Early Literacy Skills (Good & Kaminski, 2002) or math and writing performance using CBM such as AIMSWeb....
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TL;DR: In this paper, the authors report on a 4-year longitudinal study of the effects of Literacy Collaborative (LC), a schoolwide reform model that relies primarily on the one-on-one coaching of teachers as a lever for improving student literacy learning.
Abstract: This article reports on a 4-year longitudinal study of the effects of Literacy Collaborative (LC), a schoolwide reform model that relies primarily on the oneon-one coaching of teachers as a lever for improving student literacy learning. Kindergarten through secondgrade students in 17 schools were assessed twice annually with DIBELS and Terra Nova. Scores from the study’s first year, before coaching began, offered a baseline for assessing the value added to student learning over the following3 years. A hierarchical, crossed-level, value-added-effects model compared student literacy learning over 3 years of LC program implementation against observed growth under baseline conditions. Results demonstrated increasing improvements in student literacy learning during LC implementation (standard effect sizes of .22 ,. 37, and .43 in years1,2, and 3, respectively), and the benefits persisted through subsequent summers. Findings warrant a claim of substantial effects on student learning for the LC coaching model.
295 citations
Cites background or methods from "Dynamic indicators of basic early l..."
...Participating students took a variety of subtests from DIBELS beginning in the fall of kindergarten through the spring of second grade....
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...The choice of subtests to administer at each grade level and semester (fall and spring) was based primarily on publisher recommendations (Good & Kaminski, 2002)....
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References
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Book•
01 Jan 1998
TL;DR: This chapter discusses strategies for helping children with Reading Difficulties in Grades 1 to 3, as well as recommendations for practice and research.
Abstract: 1 Front Matter 2 Executive Summary 3 Part I: Introduction to Reading 4 1. Introduction 5 2. The Process of Learning to Read 6 Part II: Who Are We Talking About? 7 3. Who Has Reading Difficulties? 8 4. Predictors of Success and Failure in Reading 9 Part III: Prevention and Intervention 10 5. Preventing Reading Difficulties Before Kindergarten 11 6. Instructional Strategies for Kindergarten and the Primary Grades 12 7. Organizational Strategies for Kindergarten and the Primary Grades 13 8. Helping Children with Reading Difficulties in Grades 1 to 3 14 Part IV: Knowledge into Action 15 9. The Agents of Change 16 10. Recommendations for Practice and Research 17 References 18 Biographical Sketches 19 Index
5,743 citations
TL;DR: Marilyn Adams proposes that phonies can work together with the "whole language" approach to teaching reading and provides an integrated treatment of the knowledge and processes involved in skillful reading, the issues surrounding their acquisition, and the implications for reading instruction.
Abstract: "Beginning to Read reconciles the debate that has divided theorists for decades over what is the "right" way to help children learn to read Drawing on a rich array of research on the nature and development of reading proficiency, Marilyn Adams shows educators that they need not remain trapped in the phonics versus teaching-formeaning dilemma and offers instructional alternatives She proposes that phonies can work together with the "whole language" approach to teaching reading and provides an integrated treatment of the knowledge and processes involved in skillful reading, the issues surrounding their acquisition, and the implications for reading instruction Broad in scope and clearly written, "Beginning to Read provides fresh insights into the relationship between thinking and learning Developing the new connectionist theory as it relates to reading and its acquisition, Adams underscores the automatic nature of print perception in skillful readers while contrasting it with the attentive thought required for conceptual learning and understanding Adams reviews the history of debate over approaches to reading instruction as well as the research on their effectiveness, She consistently integrates instructional concerns with meticulous attention to research and theory from education, developmental and cognitive psychology, and linguistics Throughout, she emphasizes the interdependence of meaning appreciation and orthographic facility in both fluent reading and its acquisition Relevant learning theory is presented along with discussion of the roles of experience, practice, direct instruction, rules, thinking and understanding Adams stresses the importance of preschool language andliteracy experiences and includes descriptions of those that will best prepare children for reading instruction Marilyn Jager Adams is a Senior Scientist at Bolt Beranek and Newman Inc She was Principal Author and Curriculum Coordinator/Editor for the five volume classroom instruction series, "Odyssey: A Curriculum for Thinking Beginning to Read was developed in conjunction with the Reading Research and Education Center at the University of Illinois at Urbana-Champaign Learning, Development, and Conceptual Change series
5,342 citations
01 Jan 2000
TL;DR: An Evidence-Based Assessment of the Scientific Research Literature on Reading and its Implications for Reading Instruction Table of Table 1.1 as discussed by the authors, and Table 2.1...
Abstract: TEACHING CHILDREN TO READ: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction Table of
5,111 citations
Book•
01 Aug 1990
TL;DR: The authors, The Sense of Being Literate: Historical and Cross-Cultural Features, is a collection of essays about the development of reading in the industrialized world with particular reference to the non-western world.
Abstract: Contents: Preface. Part I: R. Barr, Society and Literacy. S.B. Heath, The Sense of Being Literate: Historical and Cross-Cultural Features. P. Foster, A. Purves, Literacy and Society with Particular Reference to the Non-Western World. R.L. Venezky, The Development of Literacy in the Industrialized Nations of the West. J.T. Guthrie, V. Greaney, Literacy Acts. R-M. Weber, Linguistic Diversity and Reading in American Society. J.S. Chall, J.R. Squire, The Publishing Industry and Textbooks. P. Shannon, Politics, Policy, and Reading Research. Part II: M.L. Kamil, Task and Format Variables in Reading Research. A. Graesser, J.M. Golding, D.L. Long, Narrative Representation and Comprehension. S. Bovair, D.E. Kieras, Toward a Model of Acquiring Procedures from Text. C.A. Weaver, III, W. Kintsch, Expository Text. R.J. Tierney, T. Shanahan, Research on the Reading-Writing Relationship: Interactions, Transactions, and Outcomes. R. Calfee, E. Hiebert, Classroom Assessment of Reading. D. Reinking, L. Bridwell-Bowles, Computers in Reading and Writing. R. Waller, Typography and Discourse. Part III: P.B. Mosenthal, Constructs of Reader Process. L.C. Ehri, Development of the Ability to Read Words. K.E. Stanovich, Word Recognition: Changing Perspectives. R. Beach, S. Hynds, Research on Response to Literature. T.P. McNamara, D.L. Miller, J.D. Bransford, Mental Models and Reading Comprehension. M. Daneman, Individual Differences in Reading Skills. K.K. Wixson, M.Y. Lipson, Perspectives on Reading Disability Research. F.R. Vellutino, M.B. Denckla, Cognitive and Neuropsychological Foundations of Word Identification in Poor and Normally Developing Readers. S.G. Paris, B.A. Wasik, J.C. Turner, The Development of Strategic Readers. M. Hegarty, P.A. Carpenter, M.A. Just, Diagrams in the Comprehension of Scientific Texts. L. Mikulecky, R. Drew, Basic Literacy Skills in the Workplace. R.C. Anderson, W.E. Nagy, Word Meanings. Part IV: P.D. Pearson, Literacy and Schooling. E. Sulzby, W. Teale, Emergent Literacy. C. Juel, Beginning Reading. I. Beck, M. McKeown, Conditions of Vocabulary Acquisition. P.D. Pearson, L. Fielding, Comprehension Instruction. L.R. Roehler, G.G. Duffy, Teachers' Instructional Actions. R. Barr, R. Dreeben, Grouping Students for Reading Instruction. J.V. Hoffman, Teacher and School Effects in Learning to Read. D.E. Alvermann, D.W. Moore, Secondary School Reading. P. Johnston, R. Allington, Remediation. Epilogue: P.B. Mosenthal, M.L. Kamil, Understanding Progress in Reading Research.
4,226 citations