Beginning Reading Instruction Research Articles

Patterns of early literacy and word reading skill development across the first 6 months of school and reading instruction.

This study described the growth trajectories of 105 children (n = 55 boys) who had just started primary school in New Zealand (NZ). Children were assessed every fourth school week around 1.5 months after starting school, for five sessions on Dynamic Indicators of Basic Early Literacy Skills first sound fluency (FSF), AIMSweb letter sound fluency (LSF), and a newly created NZ word identification fluency (NZWIF-Y1), designed for alignment with beginning reading instruction in NZ. In addition to progress monitoring tasks, children were assessed at school entry and after progress monitoring on literacy-related criterion measures. All three progress monitoring measures were sensitive to growth over the children's first 6 months of school. Cross-sectional time-series analyses indicated that within-child increases in FSF and LSF were associated with increases in NZWIF-Y1, although FSF did not add unique variance when both FSF and LSF were entered as predictors. Furthermore, growth mixture modeling indicated three latent growth trajectories for each indicator (FSF, LSF, NZWIF-Y1, respectively): Class 1-high initial scores and strong growth over time (72.09%, 55.87%, 22.81%); Class 2-lower initial scores and moderate growth over time (19.18%, 29.12%, 54.30%); and Class 3-low initial scores and limited progress over time (8.73%, 15.00%, 22.89%). Criterion measures assessed prior and after progress monitoring were typically associated with latent class membership. Results suggest relative growth in performance on repeated assessment of early literacy and word reading skills in beginning reading instruction distinguishes groups of students with differential skill acquisition. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Effects of an explicit rime-based phonics method on the phonological awareness outcomes of Ethiopian EFL children

The present study aimed to assess whether a training-based intervention using an explicit rime-based phonics method improves the phonological awareness outcomes of EFL children in Ethiopia. The participants were two sections of 3rd grade children (N = 70) from two public primary schools in Hawassa, Ethiopia. A quasi-experimental research design was used in which a section of the children (N = 35) were randomly assigned to the experimental group and the other section of the children (N = 35) to the control group. The experimental group was explicitly exposed to a training-based beginning reading intervention using an explicit rime-based phonics method. The control group stayed in their regular classroom with their regular beginning reading lessons with the conventional way. The phonological awareness test (PAT) was used to measure phonological awareness outcomes in the two groups before and after the intervention. The findings showed that the experimental group achieved significant improvement on the phonological awareness at post- test and that the magnitude of the intervention’s effect was very large for all sub-subtests and the total phonological awareness. The findings also indicated that brief and direct beginning reading instruction with an explicit rime-based phonics method helps children in a non-English language context with a first language (L1) significantly different from English to rapidly improve their phonological awareness performances. The findings further suggested that just knowledge of letters alone is not a sufficient condition for phonological awareness to develop.

Beginning Reading Instruction: Application of Theory and Research to Practice

Learning theories are important as beginning reading teachers strive to meet the diverse needs of many kinds of learners. This article explores the learning principles of three theoretical experts (a) Jean Piaget, (b) Lev Vygotsky, and (c) Maria Montessori. The paper demonstrates the application of these experts’ theories related to constructivism and pragmatism educational philosophies, and the process of teaching young children to read. It is concluded, decades of relevant learning theory and beginning reading research exist. It is now time for application of theory and research, bridging what we know into our classroom practice.

Community partnerships: Leveraging service learning in small teacher preparation programs

During semester-long courses in inclusive methods and beginning reading instruction, pre-service teacher candidates participate in weekly tutoring sessions with elementary students in grades K-5. We outline principles identified for effective service-learning and describe how to embed them to integrate community service. We discuss service-learning with academic skills and content in mind, as well as reflection related to the experience, while ensuring the service-learning partnership includes the voice of the community partner. Lastly, a phase-by-phase guide for teacher educators is presented that we used in our small teacher preparation program through literacy instruction.

Key Knowledge to Support Phonological Awareness and Phonics Instruction

AbstractPhonological awareness and phonics instruction are necessary components of beginning reading instruction and require teachers to have specialized content, pedagogical, and pedagogical content knowledge. This includes knowledge about language structures; reading components, processes, and development; and effective instructional practices. In this article, we describe key knowledge across these areas, as informed by the Science of Reading, to support early childhood and elementary teachers engaging in this instruction.

Concept of Word in Text: The Prerequisite in Early English Literacy for ESL Learners in Hong Kong

Research has shown that English literacy instructional practices such as direct teaching of phonemic awareness, phonics, vocabulary, comprehension, and writing are effective for teaching English as second language learners. Previous research on early reading acquisition has focused on phonological awareness—the ability to consciously attend to and manipulate the sound structure of spoken language. Nevertheless, a series of previous studies suggests that children’s ability to match spoken words to written words while reading is important in early reading acquisition. The purpose of this study was to examine a model of early literacy development in which children’s concept of word is assumed to facilitate the development of phonological awareness and sight vocabulary. In this study, 30 kindergarten children who learn English as a second language from two kindergartens in Hong Kong were assessed and compared on measures of alphabet knowledge, concept of word, syllable, and phoneme awareness and word recognition ability. The results essentially replicated a previous study by Morris and support the proposed model. The results have implications for beginning reading instruction for children with English as the second language and future research in early literacy acquisition.

Effects of in-service and coaching to increase teachers’ use of research-based strategies in beginning reading

In-service and coaching can increase teachers’ use of research-based practices. This study examined the effects of in-service training plus coaching that included preconference, side-by-side coaching, and feedback on kindergarten teachers’ use of research-based strategies during beginning reading instruction. Teachers were trained to enhance beginning reading instruction using research-based strategies including model-lead-test, unison responding (i.e., choral responding, response cards), and systematic error correction. Results indicated that for some teachers, a half-day in-service improved delivery of the research-based strategies, while others required side-by-side coaching to demonstrate improved use of the strategies. Teachers reported the in-service and coaching support were helpful and provided information on research-based strategies that increased student engagement. Implications for future research and practice are discussed.

Phonological awareness and reading in Thai children

Phonological awareness has been found to be an important skill underpinning reading development in several alphabetic languages. However, the development of phonological awareness and its relationship to reading development can be influenced by the nature of the language under investigation. While understanding this relationship in Thai language is important in effective identification of reading difficulties for Thai students, few relevant studies could be located in major international databases. This study aimed at investigating phonological development, reading development, and the relationship between phonological awareness and reading ability in Thai language. Three hundred and ten students from Grade 1 to Grade 3 from four schools in Bangkok, Thailand, were assessed on phonological awareness, letter knowledge, and reading ability. Phonological awareness and reading ability in Thai language continuously developed throughout the lower primary school grades. Phonological awareness significantly predicted reading ability in lower primary school students even after age, gender, parental education, and letter knowledge had been taken into account, although different phonological tasks had varying degrees of predictive values. The findings of the study also revealed the nature of Thai language may not be as transparent as previously thought. In order to improve the identification of reading difficulties in Thai language, systematic investigation of the nature of Thai language and how beginning reading instruction is taught in Thailand are needed. The findings also contribute to understanding reading development in different languages.

Development of comprehension monitoring in beginner readers

The current study was designed to understand the development of comprehension monitoring among beginner readers from first to third grade, and to determine the extent to which first graders’ comprehension monitoring predicts reading comprehension in grade three. Participants were 113 children (57% female) from four US states who were followed from Grade 1 (M = 7 years, SD = 4 months) to Grade 3 (M = 9 years, SD = 4 months). Measures included decoding, vocabulary, working memory, comprehension monitoring, and reading comprehension. Children’s ability to monitor comprehension grew significantly from first to third grade, with a deceleration in growth over time. In addition, comprehension monitoring in Grade 1 made a significant contribution to reading comprehension in Grade 3, even after controlling for decoding, vocabulary, and working memory. Together, these findings supplement our understanding of young readers’ development of comprehension monitoring as well as its association with reading comprehension at a later time. Practical implications of the results in the context of providing support for higher-level language skills in beginning reading instruction are discussed.

E-Books and E-Book Apps: Considerations for Beginning Readers

This article highlights considerations for teachers when selecting and using e-books and e-book applications (apps) with beginning readers during guided and independent reading. A framework for examining e-books and e-book apps is suggested, and several apps and related digital features are described. The article also includes an overview of children's emergent and early reading behaviors, the types of texts that support these behaviors, and examples of how digital texts could influence beginning reading instruction. Also discussed are the ways in which e-books and e-book apps can enhance the home–school connection and support English learners.

Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USA.

The present study examined preservice teachers' (PSTs) knowledge of basic language constructs across four different English-speaking teacher preparations programs. A standardized survey was administered to participants from Canada (n = 80), England (n = 55), New Zealand (n = 26), and the USA (n = 118). All participants were enrolled in undergraduate university programs that led to teacher certification for general education in the primary grades. Our data reveal that preservice teachers from all four countries show patterns of relative strength in areas that were targeted to be crucial within their national initiatives. Nevertheless, in general, PSTs demonstrated a lack of knowledge of certain constructs needed to teach early reading skills. The results are discussed in relation to research reports and initiatives regarding beginning reading instruction from each of the four countries.

Changing Readers, Changing Texts: Beginning Reading Texts from 1960 to 2010

Over the past 50 years, substantial changes have occurred in the texts used for the instruction for beginning reading. This article analyzes four prominent perspectives that have most influenced beginning reading instruction texts in the United States over this period. This article examines changes in beginning reading texts in relation to changes in the nation's demographics and young children's literacy-related experiences, including media exposure, availability of children's books, and time spent in nonparental care. These analyses are followed by an examination of the research underlying three assumptions that shape the reading instruction found in all current core reading programs: (a) earlier is better, (b) word repetition is not a factor in learning to read, and (c) one size fits all. The review ends with a call for the careful design and selection of texts for students whose literacy levels are impacted greatly by the quality of their school experiences–-children in high-poverty communities.

The Conditions of Beginning Reading Instruction for Students With Autism Spectrum Disorder

A disproportionate number of students with autism spectrum disorder (ASD) are below grade level in reading. This trend may be due in part to characteristics of the disability, but it may also reflect lack of access to the instructional conditions needed for success in beginning reading. In this study, we surveyed special education teachers to investigate the conditions of reading instruction for K-3 students with ASD. Consistent with recommendations regarding beginning reading, teachers ( n = 66) indicated that the vast majority of students with ASD ( n = 226) participated in daily reading instruction and received more comprehensive instruction than the sight word approach that has been used in the past. Findings of concern included frequency of use of paraprofessionals to provide primary instruction, teachers’ relatively low self-efficacy for teaching reading to students with ASD, and provision of less than the recommended instructional time for K-3 reading.

Preventing Early Reading Failure

AbstractAcross the pendulum‐like changes in beginning reading instruction over the past 30 years, three interrelated ideas emerge as the key to preventing reading failure in kindergarten and first grade: (1) an interesting, carefully‐leveled book curriculum; (2) a leveled phonics curriculum; and (3) a well‐trained teacher who knows how to integrate guided reading and phonics to meet the changing needs of struggling readers. A practicum (i.e., teachers tutoring one‐on‐one under the supervision of an expert coach) is deemed the best way to develop needed teacher expertise. Although investing in teacher knowledge and skill presents challenges (e.g., finding time, finding a coach, funding the training), it represents a school's best chance of breaking the cycle of early reading failure.

Academic responding during instruction and reading outcomes for kindergarten students at-risk for reading difficulties

The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in relation to student reading achievement as well as social behaviors. Student academic responding during teacher-facilitated instruction significantly predicted end of year reading achievement. Teacher perceptions of students' social skills (positive correlation) and problem behaviors (negative correlation) were significantly correlated with academic responding. When academic responding and teacher perceptions of social behaviors were examined together, only teacher perceptions of academic competence and problem behaviors predicted spring outcomes.

Effectiveness of guided co-construction versus direct instruction for beginning reading instruction

In a field experiment with 178 first-grade pupils, the effects of an experimental beginning reading programme were investigated. Both an experimental and a control group worked with the most frequently used Dutch beginning reading programme, Learning to Read Safely. The instructional approach implemented in the experimental group was guided co-construction (GCC); the instructional approach implemented in the control group was direct instruction (DI). The results of an overall analysis of the development of word recognition (WR) over time (i.e., throughout the 1st grade) showed the pupils in the experimental group to outperform those in the control group. However, the better performance by the experimental group attenuated over time with better performance by the control group on the last measurement occasion. Majority pupils benefitted more from GCC but minority pupils more from DI. Minority pupils in the control group showed greatest progress.

Reliability and validity of the Classroom Observations of Student–Teacher Interactions (COSTI) for kindergarten reading instruction

Abstract This paper describes the technical adequacy and potential uses of an observation system used to measure the quality of literacy instruction in kindergarten classrooms. The Classroom Observations of Student–Teacher Interactions (COSTI) documents the frequency of four student–teacher interactions during beginning reading instruction: explicit teacher demonstrations, student independent practice, student errors, and teacher corrective feedback. Data were collected during kindergarten reading instruction, and the analyses address reliability, stability of the coded teaching behaviors, and predictive validity. Results indicated that data could be collected reliably and that teachers’ provision of opportunities for independent student practice was stable across the school year. Student independent practice opportunities also predicted gains in several important reading outcomes. Implications are discussed, including potential uses of the instrument for providing teachers with feedback on their literacy instruction and for extending the knowledge base on effective literacy instructional practices.

Post-Scripts: Teaching Reading in the Aftermath of Prescriptive Curriculum Policies

NCBL and Reading First are negotiated in implementing beginning reading instruction. The article describes and analyzes how two critical conditions for creating opportunity—access to qualified teachers and rigorous academic curriculum—are met by examining the enactment and adaptation of a prescriptive core reading program disproportionately targeted at “low-performing” schools. Although prescriptive curricula attempt to ensure achievement, classroom implementation is mediated by teachers exercising professional prerogative. The quality of these mediations is determined by a teacher’s expertise in negotiating the tensions between fidelity of implementation and adaptation to local context. Through extensive classroom observations and teacher interviews, this case study illuminates fundamental issues of teacher quality as they are realized by an experienced teacher.

Effects of a brief but intensive remedial computer intervention in a sub-sample of kindergartners with early literacy delays

Living Letters is an adaptive game designed to promote children’s combining of how the proper name sounds with their knowledge of how the name looks. A randomized controlled trial (RCT) was used to experimentally test whether priming for attending to the sound-symbol relationship in the proper name can reduce the risk for developing reading problems in the first two grades of primary education. A Web-based computer program with more intensive practice than could be offered by teachers affords activities that prompt young children to pay attention to print as an object of investigation. The study focused on a sub-sample of 110 five-year-old Dutch children from 15 schools seriously delayed in code-related knowledge. Outcomes support the need for early remedial computer programs, and demonstrate that, without a brief but intensive treatment, more children from the at-risk group lack the capacity to benefit from beginning reading instruction in the early grades. With an early intervention in kindergarten, children with code-related skills delays gained about half a standard deviation on standardized tests at the end of grade 2.

Literacy by Design

Literacy instruction for students with significant intellectual disabilities traditionally emphasizes isolated skills instruction focusing on sight words and basic vocabulary. Recent research suggests these students benefit from high-quality instruction that includes comprehension and storybook reading. This study examined the effect of a technology-based universal design for learning (UDL) approach to literacy instruction, Literacy by Design (LBD), on the reading achievement of 16 students with significant intellectual disabilities in Grades K–2. The LBD approach emphasizes reading for meaning, combining UDL-scaffolded e-books and letter and word recognition software. Nine teachers received training in research-based literacy practices. Of these, five received LBD training and implemented it four to five times weekly. Controlling for initial reading achievement, the LBD group made significantly greater gains on the Woodcock–Johnson Test of Achievement III Passage Comprehension subtest. Implications for research and practice in beginning reading instruction for children with significant intellectual disabilities are discussed.