Reading Instruction In Grades Research Articles

"Changing our teaching": first grade reading instruction and before and during COVID-19.

By April 2020 public schools throughout the country closed due to the COVID-19 pandemic. On the brink of these turbulent times, we concluded a larger survey study describing first grade literacy instruction in February 2020. Having documented a year of pre-pandemic literacy instruction, we then reached out to the same participants to report on their experiences teaching first grade during the 2020-2021 academic year impacted by COVID-19. In this exploratory study we surveyed first grade teachers (n = 36) to better understand the context, the amount of time allocated, and the materials and resources used by teachers for and during literacy instruction and how these variables differed before and during the COVID 19 pandemic. Our data indicated teachers had increased responsibility as they had reduced access to collaborative planning (t35 = - 2.092, p = .004, d = - 0.507), and the support of paraprofessionals (t35 = - 2.256, p = .030, d = 0.457). This increase in responsibility was amplified by the challenges of virtual and hybrid instruction, and the changes in instructional formats experienced by teachers. Concurrently, students experienced less instructional time (Z35 = - 3.704, p < .001, r = - 0.437), particularly in the areas of writing, vocabulary, and fluency. The consequences of these tumultuous experiences for teachers and students are likely to be long-lasting and complex to reconcile.

Language of Early Reading Instruction: A Correlate of Print Exposure

The Matthew effects suggest that children who struggle when learning to read are less likely to read for pleasure later in life compared to children who ease into reading quickly. One aspect of early literacy instruction that might hamper reading progress is learning to read simultaneously in two languages. Despite the long-lasting and widespread benefits of bilingualism, early setbacks in reading development might carry lasting effects for later reading habits. We investigated whether present-day print exposure of adults who learned to read in their first language were different from those who learned to read in two languages. Adults completed: Bilingual Author Recognition, Viewing Recognition, and English and French Word Recognition Tests. Participants who reported that reading instruction took place in their first language recognized more authors than those who learned to read in two languages. These first-language learners were also better at identifying real English words. Bilingual learners were superior at identifying real French words on the corresponding task. Lastly, both groups demonstrated similar viewing habits. The findings from this retrospective study align with the Matthew effects and suggest that a focus on first language reading instruction in Grades 1 and 2 remains correlated with print exposure 25 years later.

How Benchmark Is Used in Third Grade Reading Instruction

Third grade reading teachers at the local setting are not consistently using formative benchmark data to improve student reading performance, creating a gap in practice. This gap in practice may be due to teachers’ lack of capacity to use the data to make changes to their instructional practices. The purpose of this qualitative study was to explore how third grade reading teachers are using data from reading benchmark assessments to improve student reading performance. This research study was guided by two Research Questions (RQs). RQ 1 addressed how third grade teachers are using reading benchmark assessment data to improve student reading performance. RQ 2 addressed specific instructional strategies that third grade teachers are using from reading benchmark assessment data to effectively improve student reading performance. Data-driven decision making (DDDM) was the conceptual framework that was the foundation for this study. This basic qualitative design for this research study included 13 participants. Data were collected through open-ended semistructured interviews, and qualitative analyses were conducted through open coding and thematic analysis. According to the findings of this study, immediately analyzing data, collaboration, and data driven instruction were the themes that emerged guided by RQ 1. Emerging themes for RQ 2 included test taking strategies, modeling, and guided reading. Leadership in this district may use these findings to make decisions about the effectiveness of teachers’ use of these benchmark assessments or the data gathered from the assessments to impact student reading proficiencies. This research may provide specific instructional strategies used through the DDDM process that increases student reading proficiency. The findings could possibly yield results that have positive social change implications for reading achievement.

Evaluating textbooks for primary grade reading instruction: A usable heuristic for L1 education

Evaluating textbooks for primary grade reading instruction: A usable heuristic for L1 education

Time for Reading Instruction: How Much Time Should Schools and Teachers Devote to Reading Instruction in Grades K-2?

Although research has indicated that time allotted for instruction in reading is associated with reading achievement, no studies have examined what is the appropriate or optimal time that should be given to reading instruction in the primary grades (grades K-2). Given the understanding that it is the teachers themselves who would have the best sense of the appropriate time for reading instruction and its various components. Results of the survey indicate that teachers feel that 178-198 minutes be devoted to the general literacy curriculum, while 62-71 minutes be devoted to the core reading curriculum per day. We note that the allocation of time to the major components of reading instruction (word study, fluency, and comprehension) varied considerably. In follow-up survey inquiries, a significant number of teachers manifest difficulties in actually meeting their own recommendations for time appropriation for reading instruction. Among the factors that keep teachers from meeting their recommendations for instructional time are special events that disrupt and disturb the time given for instruction. Recommendations for making time for literacy instruction for effective and efficient are considered.

Assessment Support as Part of Teacher Duties in the Subject of Swedish at the Elementary Level

The aim of this study was to examine and describe the use of a formative assessment support regarding reading instruction in grades 1-3, viewed from a teacher perspective. Sixty-five teachers from ...

Mainstreaming Early Grade Reading Instruction in Early Childhood Teacher Education

This paper provides insights on how Early Grade Reading Instruction Curriculum (EGRIC) catalyzed a pedagogical shift and, consequently, began transforming early childhood teacher education in Kenya through reading instruction. EGRIC, themed: All Teachers Teaching Reading All Children Reading, was sponsored by USAID’s All Children Reading: Grand Challenge for Development and implemented by the University of Nairobi from September 2012 to September 2014. EGRIC developed the capacity of 315 purposively selected UoN pre-service teachers enrolled in Bachelor of Education in Early Childhood Education and 170 in-service teachers to provide reading instruction, assessment and remediation in theearly grades (K-3rd grade). The ultimate goal was to infuse EGRIC into UoN’s B. Ed (ECE) program. Data were collected using mixed-method research approaches and analyzed qualitatively and quantitatively. EGRIC workshops and school follow-ups became an odyssey where teachers re-discovered the true meaning of reading instruction. Consequently, 298 teachers were certified as reading teachers at project close-out. Over 17, 800 children’s reading skills were impacted; of these, 298 children at-risk of reading failure received weekly one-on-one tutoring and registered improvements in their reading skills and motivation for reading.There is need to open up and/or extend space(s) to foster technical leadership,knowledge sharing, and evidence building around issues of early grade reading instruction and assessment; improving effectiveness, sustainability, and scaling up of early grade reading interventions. The broader goal should be to build capacity of stakeholders to apply evidence-informed practices to increase impact, scale, and sustainability of reading interventions in Kenya and beyond.

Teacher trainees’ knowledge, understanding and practice of early grade reading instruction in selected Ghanaian Colleges

This study employs the mixed method approach to examine selected teacher trainees’ knowledge, understanding and practice of early grade reading. The purpose was to investigate the different kinds of knowledge that the trainees had about reading instruction, their understandings of why that knowledge is important to reading instruction and how they applied these to construct classroom practice during teaching practice. Trainees on teaching practice in 24 purposively sampled basic schools attached to four Colleges of Education (COEs) provided data for the study. Questionnaires were administered to 156 trainees, after which lesson observations and forensic interviews were conducted with 36 of them. The study found that the trainees demonstrated some knowledge about early grade reading and how it should be taught. Although there were a few positive variances in their practices, majority of them demonstrated over-emphasis on procedural knowledge and how to get the sequence right even when the approach did not yield results, without reflection and adaptation. The traineesalso seemed to underestimate the difficulties of teaching early grade reading. It is recommended that urgent attention be given to addressing these identified issues through the pre-service programme, while developing trainees’ and teachers’ ability to reflect and critically engage and analyse methods and procedures in the light of examples of real contexts.

Explicit Instruction in Core Reading Programs

The purpose of this study was to conduct a content analysis of the types and occurrences of explicit instructional moves recommended for teaching five essentials of effective reading instruction in grades 1, 3, and 5 core reading program teachers’ editions in five widely marketed core reading programs. Guided practice was the most frequently recommended explicit instructional move for teaching phonemic awareness, phonics, and vocabulary. Discussion was the dominant explicit instructional move recommended for comprehension. Modeling was the dominant explicit instructional move recommended for fluency. Core reading program lessons were found to provide ample explicit instructional move recommendations for explanations and guided practice, with less attention to modeling or discussing reading concepts, strategies, and skills. The core reading program lessons provided inadequate recommendations for the explicit instructional moves of monitoring student progress, providing students feedback, and moving students gradually toward independence.

“I'M PREPARED FOR ANYTHING NOW”: STUDENT TEACHER AND COOPERATING TEACHER INTERACTION AS A CRITICAL FACTOR IN DETERMINING THE PREPARATION OF “QUALITY” ELEMENTARY READING TEACHERS

This research is an examination of the interactions between 19 pairs of student teachers and cooperating teachers engaged in guided reading instruction in Grades 1 through 3. As the basis for the study, the authors analyzed interaction patterns through conducting content analysis (Van Sluys, Lewison, & Seely Flint, 2006) and discourse analysis (Gee, 2005) over semi-structured interviews (Seidman, 2006) focused around learning to teach reading. Through a theoretical lens of imitation, guidance, and scaffolding based on Granott's (1993) work, the authors analyzed the interview transcripts to identify perceptions of behavior patterns between the student teachers and cooperating teachers. The authors also conducted a cross-comparison analysis of the similarity in reporting between each partner to examine the extent to which the pairs corroborated one another's perceptions. Findings for the study include high levels of imitative interaction between cooperating teachers and student teachers in areas of reading assessment and grouping children for reading instruction. Interaction deemed to be guided and scaffolded in nature occurred less frequently overall.

Whole language practices in first grade reading instruction

Abstract This study examined, through classroom observations, the degree to which whole language practices have become a part of the reading instruction offered by first‐grade teachers in six school districts in the western United States. For the purpose of finding, describing, and timing whole language practices, 16 teachers were observed for a total of 5,897 minutes of reading instruction. The results indicated that first‐grade teachers spent less than 10 percent of reading instructional time engaged in practices which could be considered in agreement with whole language theory. The fact that basal reader programs remain firmly entrenched in first‐grade reading instruction was also reconfirmed. Conventional reading practices related to the use of basal readers, workbooks, and worksheets accounted for nearly 70 percent of the reading time. The remainder of the reading instructional time observed was spent in the categories of transition and non‐instruction.

How Schools Work.

As budgets tighten for school districts, a sound understanding of just how teaching and administration translate into student learning becomes increasingly important. Rebecca Barr, a researcher of classroom instruction and reading skill development, and Robert Dreeben, a sociologist of education who analyzes the structure of organizations, combine their expertise to explore the social organization of schools and classrooms, the division of labor, and the allocation of key resources. Viewing schools as part of a social organization with a hierarchy of levels-district, school, classroom, instructional group, and students-avoids the common pitfalls of lumping together any and all possible influences on student learning without regard to the actual processes of the classroom. Barr and Dreeben systematically explain how instructional groups originate, form, and change over time. Focusing on first grade reading instruction, their study shows that individual reading aptitude actually has little direct relation to group reading achievement and virtually none to the coverage of reading materials once the mean aptitude of groups is taken into consideration. Individual aptitude, they argue, is rather the basis on which teachers form reading groups that are given different instructional treatment. It is these differences in group treatment, they contend, that explain substantial differences in learning curricular material.

Middle Grade Reading Instruction: Preferences and Grouping Practices

Middle Grade Reading Instruction: Preferences and Grouping Practices

Children's Written Language Awareness and Its relation to Reading Acquisition

Describes the development of an instrument which identifies what children who are just beginning first grade reading instruction know about the written language code and relates this knowledge to beginning reading achievement. A battery of seven tasks was developed to assess (a) discrimination of real writing from geometric shapes and letter-like forms; (b) segmentation of aurally presented sentences; (c) segmentation of visually presented sentences; (d) equation of oral written word lengths; (e) ability to predict from pictures; (f) completion of aural sentences with and without graphic cues and (g) competence with the metalinguistic aspect of reading. Tasks were administered to 53 first grade children and scores were analyzed by stepwise multiple regression on standardized reading test scores. Findings indicate that linguistic awareness tasks do predict reading achievement, particularly those tasks which stress the interrelationship between oral and written codes rather than those which tap characteristics specific to the writing system.

Adapting primary grade reading instruction to individual differences in perceptual skills

Reading instruction should be modified to make it compatible with students' perceptual skills. Assessing the adequacy of a student's perception is pertinent to planning his reading instructional program -not because the teacher can then teach to a preferred modality but, rather, because it can help the teacher determine whether the student has acquired the basic skills that are assumed by the particular instruction program that is to be used in the classroom. Some suggestions that teachers should follow for teaching reading to children with substandard perceptual skills include: only capital letters should be used until the student has acquired some degree of reading fluency; modify the text by adding a distinctive cue to potentially confusing letters; b and d should not be taught in juxtaposition; instruct the student to use his finger as a pointer, pointing to each word as he reads; teach the student that the start of a new sentence is signaled by a capital letter and the end by a period; introduce only a few sentences at first; for students who exhibit a deficit in auditory perception, phonics based instruction is ne,aded; and teach the student to repeat what he has heard and wants to remember. (WR) U S DE PAR IMF OF HEAT H BOU:ATION NELFAHL NATIONAL INS II TUTE OF FOU STION II0r , PEEN REPRO :` .10E I I sACII. REcE,VED FROM 'HE PI 'N OP ORGANIZATION ORIGIN A IN,C FW CI; :1PINiONS tr T IT .20 NOT ESSARILY REPRE EN; C ,IAL N. 3NAL iNSTITuTF OF *I0 E TSLC AT ION POSi N OR POLICY

A Comparison of a Flexible Grouping Plan with a Three-Group Achievement Plan in Fourth Grade Reading Instruction

AbstractThe purpose of the study was to compare two types of classroom organizations for reading instruction to determine if there were significant differences in reading achievement and reading class attitude between the experimental group, which used a flexible plan for grouping for reading instruction and the control group, which used a 3-group achievement plan for grouping for reading instruction. No significant difference was found. It was concluded that the 3-group achievement plan did as well as the flexible grouping plan and less time was needed for planning and implementation.

Teacher Behavior toward Boys and Girls during First Grade Reading Instruction

Teacher Behavior toward Boys and Girls during First Grade Reading Instruction

Teacher Behavior toward Boys and Girls during First Grade Reading Instruction

The observation that girls demonstrate superior achievement in reading is generally acknowledged by teachers and substantiated in the research literature on school achievement. Girls seem to gain in reading achievement over boys during initial instruction (Gates, 1961; Stroud and Lindquist, 1942) and their superiority appears to persist through the secondary school (Loughlin and others, 1965; Stroud and Lindquist, 1942). More boys attend reading clinics than do girls (Durrell, 1956; Newton, 1959). Even so, systematic research on sex differences is not as conclusive as expert opinion and some representative studies would suggest. Stroud and Lindquist (1942), in their review, noted a conspicuous absence of significant differences, and some recent studies (Kowitz, 1964; Parsley and others, 1963; Sinks and Powell, 1965) have reported generally non-significant sex differences. In this ambiguous situation, belief in girls' superiority in reading, and efforts to both account for this difference and to act on it continue. Various factors such as growth and maturation have been advanced to explain girls' higher reading achievement (Chronister, 1964; Clark, 1959; Kowitz, 1964; and Nicholson, 1957). Elements of the general culture, expectations, and attitudes have been suggested (Dechant, 1964; Gates, 1961; Mazurkiewicz, 1960; and Preston, 1962). Also, for many years, the nature of the school and teacher behaviors have been asserted to contribute to boys' lower scholastic achievement in general, and reading achievement in particular. Ayres (1909) commented that our schools as they now exist are better fitted to the needs and natures of the girl than of the boy pupils. The feminized school was attributed to the behaviors of

Personality and Reading Achievement

Previous articleNext article No AccessPersonality and Reading AchievementGlenn M. ChronisterGlenn M. Chronister Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 64, Number 5Feb., 1964 Article DOIhttps://doi.org/10.1086/460129 Views: 8Total views on this site Citations: 2Citations are reported from Crossref Copyright 1964 The University of ChicagoPDF download Crossref reports the following articles citing this article:O. L. Davis, June Jenkinson Slobodian Teacher Behavior toward Boys and Girls during First Grade Reading Instruction, American Educational Research Journal 4, no.33 (Jun 2016): 261–269.https://doi.org/10.3102/00028312004003261Theodore L. Harris, Barbara Nudelman, Elwood Carlson Summary of Investigations Relating to Reading July 1, 1963 to June 30, 1964, The Journal of Educational Research 58, no.66 (Dec 2014): 242–281.https://doi.org/10.1080/00220671.1965.10883222