Reading Outcomes For Students Research Articles

Curriculum‐Based Measurement of Oral Reading fluency (CBM‐R): An objective orientated evaluation study

The knowledge and practices associated with improved outcomes for readers have yielded converging evidence about practices associated with improved reading outcomes for primary students. This considerable intervention knowledge can be beneficial for English teachers working with struggling secondary readers. Fluency is one critical element that becomes increasingly important for many older students with reading difficulties as they strive to read large quantities of text written at challenging levels, with sufficient speed, accuracy and understanding to keep up with class content and demands. This objective‐orientated evaluation study examined the effects of Curriculum‐Based Measurement of Oral Reading (CBM‐R), a prevention‐orientated approach designed to identify readers at risk of not achieving adequate outcomes, on 94 second‐grade students from a primary school in New South Wales, Australia. Results indicate that teachers found CBM‐R to be a reliable and easily implemented prevention‐orientated system, which has the capacity to raise awareness of fluency abilities to guide differentiated practice and reduce the risk of failure in English.

Write to Read: Investigating the Reading-Writing Relationship of Code-Level Early Literacy Skills

The purpose of this study was to examine whether the code-related features used in current methods of writing instruction in kindergarten classrooms transfer reading outcomes for kindergarten students. We randomly assigned kindergarten students to 3 instructional groups: a writing workshop group, an interactive writing group, and a control group. Results of this full-year experimental study show that code-based writing instruction can complement the acquisition of important early reading skills. We present the implications of these findings.

Classroom-Level Effects on the Reading and Behavior of At-Risk Kindergarteners

Prior research has documented that classroom-level variables have a significant effect on student outcomes; however, previous findings have typically focused on average student outcomes and have only recently begun to use hierarchical linear modeling techniques. The present study aimed to investigate the effects of classroom-level variables on the reading and behavioral outcomes of at-risk kindergarten students. Hierarchical linear modeling was used to control for student factors and to examine the effects of (a) teacher variables, (b) context variables, and (c) instructional variables on several student outcomes. Results indicated that student-level factors were the strongest and most consistent predictors of student outcomes. After controlling for student factors, classroom- and school-level variables were relatively poor predictors. Implications for research and practice are discussed.

An Examination of the Efficacy of a Multitiered Intervention on Early Reading Outcomes for First Grade Students at Risk for Reading Difficulties

This article presents findings of an efficacy trial examining the effect of a multitiered instruction and intervention model on first grade at-risk students’ reading outcomes. Schools (N = 16) were randomly assigned to the treatment or control condition. In the fall of Grade 1, students were assigned to an instructional tier on the basis of Stanford Achievement Test–10th Edition scores (31st percentile and above = Tier 1; from the 10th to the 30th percentile = Tier 2). In both conditions, students identified as at risk (i.e., Tier 2; n = 267) received 90 min of whole group instruction (Tier 1) and an additional 30 min of daily small group intervention (Tier 2). In the treatment condition, teachers were trained to enhance core reading instruction by making instruction more explicit and increasing practice opportunities for students in Tier 1. In addition, at-risk readers were provided an additional 30-min daily small group intervention with content that was highly aligned with the Tier 1 core reading program. Results indicate significant, positive effects of the intervention on students’ decoding and first semester fluent reading and potentially positive effects on reading comprehension and total reading achievement.

Supporting Young Adolescent Students in Reading

This paper addresses better understandings of the wider systemic factors that support 11- to 13year-old students in reading. A socio-constructivist paradigm was used to view multiple constructions of realities. Using a socially constructed ontology a mainly qualitative approach was instigated. From two case study New Zealand schools the principals, literacy-leaders, teachers, parents and students were interviewed. Additionally, a structured observation schedule was used to observe the teachers during a guided reading lesson. This study has shown that teachers and the schools they are situated within are only one part of the support network for 11- to 13year-old students. I maintain that although this part is important, teachers solely cannot be either congratulated or blamed for the reading outcomes of students. Rather the responsibility is shared amongst those in leadership roles in schools, the parents, the local community, external agencies such as the ministry of education and the wider socio-cultural community.

Patterns in national policies for support of low achievers in reading across Europe

This paper brings together data on national policies for improving reading achievement with student reading outcomes according to the OECD Programme for International Student Assessment (PISA) 2009 data. It is based on a two‐step analysis. Firstly, the prevalence of national policies for improving reading achievement (i.e., specialist reading teachers, national tests for identifying individual learning needs and curriculum guidelines on reading comprehension strategies) is described in 32 European countries. Secondly, a three‐level regression analysis is performed in order to assess the relative impact of the analysed national policies. The results indicate that the provision of reading specialists for providing targeted support to students with difficulties and advice to teachers seems to be the most important measure. Moreover, central level regulation by education authorities can be an effective way to assure the right to a reading specialist for every student in need.

Extensive Reading Interventions for Students With Reading Difficulties After Grade 3

This synthesis extends a report of research on extensive interventions in kindergarten through third grade (Wanzek & Vaughn, 2007) to students in Grades 4 through 12, recognizing that many of the same questions about the effectiveness of reading interventions with younger students are important to address with older students, including (a) how effective are extensive interventions in improving reading outcomes for older students with reading difficulties or disabilities and (b) what features of extensive interventions (e.g., group size, duration, grade level) are associated with improved outcomes. Nineteen studies were synthesized. Ten studies met criteria for a meta-analysis, reporting on 22 distinct treatment/comparison differences. Mean effect sizes ranged from 0.10 to 0.16 for comprehension, word reading, word reading fluency, reading fluency, and spelling outcomes. No significant differences in student outcomes were noted among studies related to instructional group size, relative number of hours of intervention, or grade level of intervention.

Literacy coach effectiveness: the need for measurement

PurposeLiteracy coaches can play a valuable role in the improvement of student learning outcomes. The authors’ purpose is to describe their time use, student learning, and principals’ understanding leading to advocacy for development of literacy coach effectiveness measures.Design/methodology/approachBy analyzing four related studies, the authors use quantitative and qualitative methods to develop five themes and the need for measures of effectiveness. Areas of role and use of time, principals’ understanding, and need for empirical, rather than perceptual research are explored.FindingsFindings on the relationship of use of time and student reading outcomes, and perceptions of impediments and enhancements to impact on effectiveness are discussed and lead to the identification of the need for effectiveness measures.Research limitations/implicationsLimitations include the singular US region where the four studies were conducted and the small samples. The four studies did not use precisely the same methods so this is an additional limitation. Further research in various regions and with larger samples are needed to draw definitive conclusions.Practical implicationsGreater understanding of the context of literacy coaches, including understanding by principals, may lead to measurement. This measurement will inform principals and school directors on literacy coaches’ roles which may increase fidelity of the implementation of the position with the original intent. There has not been an accountability system for literacy coaches related to improved student learning, making this concept important to professionalization of literacy coach position.Originality/valueGiven that available research on the value of literacy coach positions is perceptual, rather than based on student outcome data, the need for development of effectiveness measures may result in greater fidelity of implementation of the position. Resulting role clarification and the extent to which implementation of literacy coaches can be expected to improve student achievement is a contribution.

Predictors of at-risk kindergarteners’ later reading difficulty: examining learner-by-intervention interactions

This longitudinal study examined (a) the second-grade reading outcomes of 368 children who participated in either experimental or school-designed supplemental intervention in kindergarten, and (b) the influence and interactions of learner variables and type of intervention on reading achievement. Descriptive findings indicated that percentages of students identified as at risk or not at risk were statistically comparable between interventions. Entry-level letter identification scores predicted performance on all second-grade reading outcomes for students in both interventions. The influence of entry-level sound matching, receptive vocabulary knowledge, English language learner status and reading outcomes was moderated by type of intervention. Performance on a curriculum-embedded measure administered 8 weeks into intervention reliably predicted second grade reading performance.

Promoting Teachers' Use of Scientifically Based Instruction

In this study, a school district adopted Kindergarten Peer-Assisted Learning Strategies (K-PALS), a scientifically based, class-wide peer-tutoring program for reading. Sixteen new K-PALS teachers were assigned randomly to receive ongoing support from a university expert or from experienced K-PALS teachers within the district. K-PALS teachers who received university support implemented K-PALS with somewhat higher (d = .41), but not reliably different, fidelity compared to those who received district support. K-PALS teachers' student reading outcomes did not differ significantly based on whether they received university or district support. However, K-PALS teachers' students reliably outperformed historical controls on beginning reading measures (d = .24 to 1.29). Implications for further research and for schools' adoption of K-PALS are discussed.

Two-year follow-up of a kindergarten phonics intervention for English learners and native English speakers: Contextualizing treatment impacts by classroom literacy instruction.

The current study follows a sample of lower skilled language minority (LM) and native English-speaking (non-LM) students who participated in an efficacy trial of a kindergarten phonics-based intervention. Follow-up procedures allowed 93% of the original sample to be retained for simple treatment effects modeling (N = 78 LM and N = 59 non-LM) and 72% to be retained for classroom instruction modeling (N = 62 LM and N = 44 non-LM). Simple treatment effects on longer term outcomes were detected on word reading, spelling, and comprehension outcomes for LM students (approximate effect sizes averaged 0.27); comparatively, treatment effects for non-LM students were detected on all outcomes, including fluency (approximate effect sizes averaged 0.54). Instructional model results showed that greater time in Grade 1 word study instruction and Grade 2 meaning instruction was associated with higher reading scores for LM students at the end of second grade, irrespective of experimental condition. For non-LM children, greater time in Grade 1 meaning instruction was connected with higher reading scores at the end of Grade 2, irrespective of experimental condition. Finally, kindergarten intervention effects tended to be greater for both LM and non-LM students who received more Grade 1 word study instruction and more Grade 2 meaning instruction. Limitations and practical implications are discussed.

Treatment integrity and treatment effects vary for the Corrective Reading Decoding program when implemented with middle school students with reading difficulties

This review provides a summary and appraisal commentary on the treatment review by Benner, G. J., Nelson, J. R., Stage, S. A., & Ralston, N. C. (2011). The influence of fidelity of implementation on the reading outcomes of middle school students experiencing reading difficulties. Remedial and Special Education, 32, 79–88. Source of funding and disclosure of interest: This research was supported in part by funding from the Washington State Higher Education Coordinating Board using Title II, Part A (Improving Teacher Quality) funds from the U.S. Department of Education; the original authors of this research report no conflicts of interest.

Response to Intervention for Reading Difficulties in the Primary Grades

The purpose of this article is to describe the current research base and identify research needs related to response to intervention (RTI) frameworks in primary-grade reading. Research is reviewed on early reading instruction and intervention, the implementation of multitiered reading interventions, and the determination of intervention responsiveness. Areas identified as in need of research include (a) the conditions under which early reading interventions are most effective in RTI contexts, (b) multitiered interventions for students with limited English proficiency, (c) reading instruction for students who make limited progress in Tier 3 intensive interventions, (d) criteria for determining intervention responsiveness, and (e) the effects of fully implemented RTI frameworks. Although RTI research may be expensive and difficult to implement, it may contribute to improved reading outcomes for many students who are otherwise at risk of serious negative life consequences.

States' Reading Outcomes of Students Who Are d/Deaf and Hard of Hearing

Historically, researchers have identified that reading outcomes for students in upper grades who are d/Deaf and hard of hearing (d/Dhh) have typically rested around the late 3rd to early 4th grade. In recent years, wide-scale state-level testing has called into question these prognostications. The authors conducted a descriptive, multiunit, embedded-designs case study of 7 states' data from multiyear annual assessments of reading of participants in grades 3, 5, and 8, and in high school. Participants, states' definitions of reading outcomes, and states' reported reading results are described. The authors, who found that many students are reading at levels above the perceived 3rd-to-4th-grade "glass ceiling," build the case for a more hopeful look at reading outcomes for these students than that of the past and recommend approaches for acquiring wide-scale data that will allow professionals in the field to better understand reading outcomes in this population.

Predicting Kindergarteners’ Response to Early Reading Intervention: An Examination of Progress-Monitoring Measures

This study examined the predictive validity of combinations of progress-monitoring measures: (a) curriculum-embedded phonemic awareness and alphabetic/decoding measures, and (b) Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002) nonsense word fluency and phoneme segmentation fluency on reading outcomes of kindergarten students in a tier 2 intervention. Results of multiple-regression analyses indicated that curriculum-embedded mastery checks and DIBELS measures each explained a significant amount of variance on the outcome measure. However, curriculum-embedded measures explained statistically significantly more variance at each time point supporting their utility in documenting progress of kindergarten students receiving intervention.

The Impact of Oregon Reading First on Student Reading Outcomes

This study examined the impact of Oregon Reading First on student reading outcomes. Outcomes in schools that began Reading First implementation in 2003–2004 (Cohort A) were compared to outcomes in schools that began Reading First implementation in 2005–2006 (Cohort B). The primary hypothesis, that experienced Cohort A schools would outperform less-experienced Cohort B schools, is linked to the model of Reading First used in Oregon and evidence that school reform outcomes can improve over time with high-quality reforms and strong implementation. School-level analyses involved 51 schools and over 3,000 K–3 students. In the major analysis year, 2005–2006, Cohort A schools consistently outperformed Cohort B schools on both formative and summative measures. Also, Cohort A schools had consistently higher rates of within-year reading growth on formative measures. Findings are discussed in the context of the national Reading First Impact Study.

Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial.

The purpose of this cluster-randomized control field trial was to was to examine the extent to which kindergarten teachers could learn a promising instructional strategy, wherein kindergarten reading instruction was differentiated based upon students' ongoing assessments of language and literacy skills and documented child characteristic by instruction (CXI) interactions; and to test the efficacy of this differentiated reading instruction on the reading outcomes of students from culturally diverse backgrounds. The study involved 14 schools and included 23 treatment (n = 305 students) and 21 contrast teacher (n = 251 students). Teachers in the contrast condition received only a baseline professional development that included a researcher-delivered summer day-long workshop on individualized instruction. Data sources included parent surveys, individually administered child assessments of language, cognitive, and reading skills and videotapes of classroom instruction. Using Hierarchical Multivariate Linear Modeling (HMLM), we found students in treatment classrooms outperformed students in the contrast classrooms on a latent measure of reading skills, comprised of letter-word reading, decoding, alphabetic knowledge, and phonological awareness (ES = .52). Teachers in both conditions provided small group instruction, but teachers in the treatment condition provided significantly more individualized instruction. Our findings extend research on the efficacy of teachers using Individualized Student Instruction to individualize instruction based upon students' language and literacy skills in first through third grade. Findings are discussed regarding the value of professional development related to differentiating core reading instruction and the challenges of using Response to Intervention approaches to address students' needs in the areas of reading in general education contexts.

The Effect of the Experience Corps® Program on Student Reading Outcomes

A randomized field trial involving 883 students at 23 schools in three urban cities assessed the effectiveness of Experience Corps® (EC), a program that places older adult volunteers in elementary schools to tutor students who are poor readers. Students were assessed at the beginning and end of the academic year with standardized reading measures. Program effects were analyzed using Generalized Estimating Equations (GEE) to adjust for clustering effects. Findings demonstrated that EC students made statistically greater gains over the academic year on passage comprehension and grade-specific reading skills. The gains were stronger for students who received at least 35 tutoring sessions. These findings indicate that older community volunteers can be effectively deployed to improve reading achievement in low income, ethnic minority children who are at risk of reading failure.

Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences

This randomized-control trial examined the learning of preservice teachers taking an initial Early Literacy course in an early childhood education program and of the kindergarten or first grade students they tutored in their field experience. Preservice teachers were randomly assigned to one of two tutoring programs: Book Buddies and Tutor Assisted Intensive Learning Strategies (TAILS), which provided identical meaning-focused instruction (shared book reading), but differed in the presentation of code-focused skills. TAILS used explicit, scripted lessons, and the Book Buddies required that code-focused instruction take place during shared book reading. Our research goal was to understand which tutoring program would be most effective in improving knowledge about reading, lead to broad and deep language and preparedness of the novice preservice teachers, and yield the most successful student reading outcomes. Findings indicate that all pre-service teachers demonstrated similar gains in knowledge, but preservice teachers in the TAILS program demonstrated broader and deeper application of knowledge and higher self-ratings of preparedness to teach reading. Students in both conditions made similar comprehension gains, but students tutored with TAILS showed significantly stronger decoding gains.

First-Grade Student Retention Within a 3-Tier Reading Framework

First-grade students from 6 Title I schools participated in this study, which used a response to intervention (RTI) framework to examine the retention of 1st-grade students. Researchers examined reading and behavior data from 3 cohorts of students (1 historical control cohort and 2 cohorts receiving tiered reading instruction) and data gathered from interviews with school principals. They (a) identified a change in the retention rate of 1st-grade students, (b) synthesized principals' perceptions of the retention decision-making process, and (c) compared reading and behavior outcomes of students retained after RTI implementation to those of students retained using a more “traditional” school framework. The retention rate of 1st-grade students decreased by 47% after RTI was implemented. Data suggest student behavior, oral reading rates, and other individual school variables (as identified by principals) as possible factors contributing to the retention of students.