Improving reading in the primary grades

Future of Children

Volumn 22, Issue 2, 2012, Pages 55-72

  Duke, Nell K ^a   Block, Meghan K ^b  

^a UNIVERSITY OF MICHIGAN   (United States)

^b MICHIGAN STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD; COMPREHENSION; HUMAN; LEARNING DISORDER; LINGUISTICS; METHODOLOGY; READING; SCHOOL; STANDARD; TEACHING; UNITED STATES;

CHILD; COMPREHENSION; HUMANS; LEARNING DISORDERS; READING; SCHOOLS; TEACHING; UNITED STATES; VOCABULARY;

EID: 84867501908     PISSN: 10548289     EISSN: 15501558     Source Type: Journal    
DOI: 10.1353/foc.2012.0017     Document Type: Article

References (89)

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2. National Center for Education Statistics, NAEP Questions Tool (http://nces.ed.gov/nationsreportcard/itmrlsx/detail.aspx?subject=reading); the correct answer to the sample test question is choice C.
3. No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425, 20 U.S.C. (2001).
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23. Valerie Lee and others, "Full-Day versus Half-Day Kindergarten: In Which Program Do Children Learn More?" American Journal of Education 112, no. 2 (February 2006): 163-208.
24. Beth C. Gamse and others, Reading First Impact Study Final Report, NCEE 2009-4038 (National Center for Education Evaluation and Regional Assistance, U.S. Department of Education, 2008).
25. Corinne Herlihy and others, Understanding Reading First: What We Know, What We Don't, and What's Next (New York: MDRC, June 2009) (www.mdrc.org/publications/518).
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29. BC Gamse and others, Reading First Impact Study Final Report (see note 13).
30. Tanya Wright, "What Classroom Observations Reveal about Oral Vocabulary Instruction in Kindergarten," (Ph.D. diss., University of Michigan, 2011).
31. Rebecca S. Donaldson, "What Classroom Observations Reveal about Primary Grade Reading Comprehension Instruction within High Poverty Schools Participating in the Federal Reading First Initiative," (Ph.D. diss., Utah State University, 2011).
32. Jack Jennings and Diane S. Rentner, Ten Big Effects of the No Child Left Behind Act (Washington: Center for Education Policy, 2006) (www.cep-dc.org/publication/index.cfm?selectedYear=2006).
33. See also Diane S. Rentner and others, From the Capital to the Classroom: Year 4 of the No Child Left Behind Act (Washington: Center for Education Policy, 2006).
34. Martin West, "Testing, Learning and Teaching: The Effects of Test-Based Accountability on Student Achievement and Instructional Time in Core Academic Subjects," in Beyond the Basics: Achieving a Liberal Education for All Children, edited by Diane Ravich and Chester E. Finn Jr. (Washington: Thomas B. Fordham Institute, 2007).
35. Kenneth E. Vogler and others, "Getting Off the Back Burner: Impact of Testing Elementary Social Studies as Part of a State-Mandated Accountability Program," Journal of Social Studies Research 31, no. 2 (October 2007): 20-34.
36. George Griffith and Lawrence Scharmann, "Initial Impacts of No Child Left Behind on Elementary Science Instruction," Journal of Elementary Science Education 20, no. 3 (July 2008): 35-48.
37. Nell K. Duke, "3.6 Minutes Per Day: The Scarcity of Informational Texts in First Grade," Reading Research Quarterly 35, no. 2 (April 2000): 202-24.
38. Jongseong Jeong, Janet S. Gaffney, and Jin-oh Choi, "Availability and Use of Informational Text in Second-, Third-, and Fourth-Grade Classrooms," Research in Teaching English 44, no. 4 (May 2010): 435-56.
39. T Wright, "What Classroom Observations Reveal about Oral Vocabulary Instruction in Kindergarten" (see note 18).
40. Nell K. Duke, Susan Bennett-Armistead, and Ebony M. Roberts, "Filling the Great Void: Why We Should Bring Nonfiction into Early Grade Classrooms," American Educator 27, no. 1 (Spring 2003): 30-35.
41. Nell K. Duke and others, "The Impact of Moving toward the Common Core State Standards' Recommended Text Distributions on Students in Low-SES First-Grade Classrooms." Unpublished manuscript (Michigan State University, 2012).
42. Timothy Shanahan and others, Improving Reading Comprehension in Kindergarten through 3rd Grade: A Practice Guide, NCEE 2010-4038 (National Center for Education Evaluation and Regional Assistance, U.S. Department of Education, 2010), p. 11.
43. Dolores Durkin, "What Classroom Observations Reveal about Reading Comprehension," Reading Research Quarterly 14, no. 4 (1978): 481-553.
44. Carol M. Connor, Frederick J. Morrison, and Jocelyn N. Petrella, "Effective Reading Comprehension Instruction: Examining Child x Instruction Interaction," Journal of Educational Psychology 96, no. 4 (December 2004): 682-98.
45. RS Donaldson, "What Classroom Observations Reveal about Primary Grade Reading Comprehension Instruction within High Poverty Schools Participating in the Federal Reading First Initiative" (see note 19).
46. BC Gamse and others, Reading First Impact Study Final Report (see note 13).
47. Common Core State Standards Initiative, Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (Washington: National Governors Association Center for Best Practices and the Council of Chief State School Officers, 2010).
48. Linnea C. Ehri and others, "Phonemic Awareness Instruction Helps Children Learn to Read: Evidence from the National Reading Panel's Meta-Analysis," Reading Research Quarterly 36, no. 3 (July 2001): 250-87.
49. National Institute of Child Health and Human Development, Report of the National Reading Panel. Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction, NIH Publication 00-4769 (2000).
50. Kate Nation and Margaret J. Snowling, "Beyond Phonological Skills: Broader Language Skills Contribute to the Development of Reading," Journal of Research in Reading 27, no. 4 (July 2004): 342-56.
51. Alix Seigneric and Marie-France Ehrlich, "Contribution of Working Memory Capacity to Children's Reading Comprehension: A Longitudinal Investigation," Reading and Writing: An Interdisciplinary Journal 18, no. 7-9 (December 2005): 617-56.
52. Kendra R. Tannenbaum, Joseph K. Torgesen, and Richard K. Wagner, "Relationships between Word Knowledge and Reading Comprehension in Third-Grade Children," Scientific Studies of Reading 10, no. 4 (2006): 381-98.
53. Frank R. Vellutino and others, "Components of Reading Ability: Multivariate Evidence for Convergent Skills Model of Reading Development," Scientific Studies of Reading 11, no. 1 (2007): 3-32.
54. Ludo Verhoeven and Jan Van Leeuwe, "Prediction of the Development of Reading Comprehension: A Longitudinal Study," Applied Cognitive Psychology 22, no. 3 (April 2008): 407-23.
55. Hugh W. Catts, Tiffany P. Hogan, and Suzanne M. Adolf, "Developmental Changes in Reading and Reading Disabilities" in The Connections between Language and Reading Disabilities, edited by Hugh W. Catts and Alan G. Kamhi (Mahwah, N.J.: Lawrence Erlbaum Associates, 2005), pp. 25-40.
56. James F. Baumann, "Vocabulary and Reading Comprehension," in Handbook of Research on Reading Comprehension, edited by Susan E. Israel and Gerald G. Duffy (New York: Routledge, 2009), pp. 323-46.
57. Isabel L. Beck and Margaret G. McKeown, "Increasing Young Low-Income Children's Oral Vocabulary Repertoires through Rich, Focused Instruction," Elementary School Journal 107, no. 3 (January 2007): 251-71.
58. Rebecca Silverman, "A Comparison of Three Methods of Vocabulary Instruction during Read Alouds in Kindergarten," Elementary School Journal 108, no. 2 (November 2007): 97-113.
59. Edna Greene Brabham and Carol Lynch-Brown, "Effects of Teachers' Reading-Aloud Styles on Vocabulary Acquisition and Comprehension of Students in the Early Elementary Grades," Journal of Educational Psychology 94, no. 3 (September 2002): 465-73.
60. IL Beck and MG McKeown, "Increasing Young Low-Income Children's Oral Vocabulary Repertoires through Rich Focused Instruction" (see note 37).
61. Rebecca Silverman and Sara Hines, "The Effects of Multimedia- Enhanced Instruction on the Vocabulary of English-Language Learners and Non-English-Language Learners in Pre-Kindergarten through Second Grade," Journal of Educational Psychology 101, no. 2 (May 2009): 305-14.
62. Michael R. Vitale and Nancy R. Romance, "Adaptation of Knowledge-Based Instructional Intervention to Accelerate Student Learning in Science and Early Literacy in Grades 1 and 2," Journal of Curriculum and Instruction 5, no. 2 (November 2011): 79-93.
63. See also Pete Goldschmidt, "Evaluation of Seeds of Science/Roots of Reading: Effective Tools for Developing Literacy through Science in the Early Grades" (Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing and University of California, 2010) (www.scienceandliteracy.org/sites/scienceandliteracy.org/files/biblio/seeds_eval_in_cresst_deliv_fm_060210_pdf_21403.pdf).
64. Jia Wang and Joan Herman, Evaluation of Seeds of Science/ Roots of Reading Project: Shoreline Science and Terrarium Investigations (Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing and University of California, 2005) (http://scienceandliteracy.org/sites/scienceandliteracy.org/files/biblio/wang_herman_2005_cresst_pdf_21395.pdf).
65. A. Halvorsen and others, "Narrowing the Achievement Gap in Second-Grade Social Studies and Content Area Literacy: The Promise of a Project-Based Approach," Theory and Research in Social Education (forthcoming).
66. T Shanahan and others, Improving Reading Comprehension in Kindergarten through 3rd Grade (see note 26).
67. This model was developed by P. David Pearson and Margaret C. Gallagher, "The Instruction of Reading Comprehension," Contemporary Educational Psychology 8, no. 3 (July 1983): 317-44.
68. T Shanahan and others, Improving Reading Comprehension in Kindergarten through 3rd Grade (see note 26).
69. Ina V. S. Mullis and others, PIRLS 2001 International Report: IEA's Study of Reading Literacy Achievement in Primary School in 35 Countries (Chestnut Hill, Mass: International Study Center, Boston College, 2003).
70. John T. Guthrie, "Teaching for Literacy Engagement," Journal of Literacy Research 36, no. 1 (2004): 1-29.
71. Harris Cooper and others, "The Effects of Summer Vacation on Achievement Test Scores: A Narrative and Meta-Analytic Review," Review of Educational Research 66, no. 3 (1996): 227-68.
72. Richard L. Allington and others, "Addressing Summer Reading Setback among Economically Disadvantaged Elementary Students," Reading Psychology 31, no. 5 (2010): 411-27.
73. Jimmy Kim, "Summer Reading and the Ethnic Achievement Gap," Journal of Education for Students Placed at Risk 9, no. 2 (April 2004): 169-88.
74. Jerome V. D'Agostino and Judith A. Murphy, "A Meta-Analysis of Reading Recovery in United States Schools," Educational Evaluation and Policy Analysis 26, no. 1 (April 2004): 23-38.
75. National Center For Education Evaluation and Regional Assistance, Intervention: Reading Recovery, NCEE 2009-4045 (U.S. Department of Education, 2008).
76. Reading Recovery Council of North America, Reading Recovery: Basic Facts (www.readingrecovery.org).
77. Timothy Shanahan and Rebecca Barr, "Reading Recovery: An Independent Evaluation of the Effects of an Early Instructional Intervention for At-Risk Learners," Reading Research Quarterly 30, no. 4 (October-December 1995): 958-96.
78. For a review, see Robert E. Slavin and others, "Effective Programs for Struggling Readers: A Best- Evidence Synthesis," Educational Research Review 6, no. 1 (2011): 1-26.
79. Russell Gersten and others, "Assisting Students Struggling with Reading: Response to Intervention and Multi-Tier Intervention," NCEE 2009-4045 (National Center for Education Evaluation, U.S. Department of Education, 2008).
80. Barbara M. Taylor, Taffy E. Raphael, and Kathryn H. Au, "Reading and School Reform," in Handbook of Reading Research, vol. 4, edited by Michael L. Kamil and others (New York: Routledge, 2011), pp. 594-625.
81. The effectiveness of Success for All was assessed by Geoffrey D. Borman and Gina M. Hewes, "Long-Term Effects and Cost Effectiveness of Success for All," Educational Evaluation and Policy Analysis 24, no. 4 (January 2002): 243-66.
82. The effectiveness of Standards-Based Change Process was assessed by Kathryn H. Au, "Negotiating the Slippery Slope: School Change and Literacy Achievement," Journal of Literacy Research 37, no. 3 (2005): 267-88.
83. Barbara M. Taylor and others, "Reading Growth in High Poverty Classrooms: The Influence of Teacher Practices That Encourage Cognitive Engagement in Literacy Learning," Elementary School Journal 104, no. 2 (November 2003): 3-28.
84. Barbara M. Taylor, Taffy E. Raphael, and Kathryn H. Au, "Reading and School Reform" (see note 55).
85. Marsha Riddle Buly and Shelia W. Valencia, "Below the Bar: Profiles of Students Who Fail State Reading Assessments," Educational Evaluation and Policy Analysis 24, no. 3 (October 2002): 219-39.
86. Kelly Cartwright, Word Callers: Small-Group and One-to-One Interventions When Children Read but Don't Comprehend (Portsmouth, N.H.: Heinemann, 2010).
87. Terrence Tivnan and Lowry Hemphill, "Comparing Four Literacy Reform Models in High Poverty Schools: Patterns of First-Grade Achievement," Elementary School Journal, 105, no. 5 (May 2005): 419-41.
88. Terrence Tivnan and Lowry Hemphill, "Comparing Four Literacy Reform Models in High Poverty Schools: Patterns of First-Grade Achievement," Elementary School Journal, 105, no. 5 (May 2005): 419-41.
89. See, for example, Valerie E. Lee and others, "Full-Day Versus Half-Day Kindergarten: In Which Program Do Children Learn More?" American Journal of Education 112, no. 2 (February 2006): 163-208.