The Effectiveness of an Intensive Decoding and Comprehension Instructional Reading Program with First Grade Students Who Are At-Risk for Learning To Read. Technical Report No. 587 [electronic resource] / Diane Bottomley and Jean Osborn.
To investigate the differences between an instructional program that explicitly emphasized both decoding and comprehension and one that emphasized only comprehension, a study engaged two groups of first grade children identified as being at risk for learning to read in both effective decoding instru...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1993.
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| Summary: | To investigate the differences between an instructional program that explicitly emphasized both decoding and comprehension and one that emphasized only comprehension, a study engaged two groups of first grade children identified as being at risk for learning to read in both effective decoding instruction and meaningful comprehension and thinking activities. Many reading programs for use with academically at-risk students emphasize one aspect of reading, either decoding or comprehension, at the expense of the other. Two first-grade teachers were trained and coached in the use of reciprocal teaching. The researchers observed the teachers on a regular basis and provided them with support throughout the project. In the first phase of the study, reciprocal teaching was used as an intervention technique to improve students' ability to understand informational text that was being read aloud to them. The second phase of this study investigated the effectiveness of transferring reciprocal teaching from listening comprehension to reading comprehension. All the students received instruction in the same phonics program. Students in both the experimental (n=4; n=7) and the control (n=9) groups were administered criterion-referenced tests as pretests, interim tests, and posttests. Analysis of the data indicated that a reading program that includes both the intensive decoding program and reciprocal teaching is effective. Qualitative changes in students' dialogue in the reciprocal teaching sessions provided further evidence of the effectiveness of a reading program with a dual focus. (Thirty four references, five figures of data, and two appendixes are attached). (Author/NH) |
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| Item Description: | ERIC Document Number: ED361683. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. Contract Number: G-0087-C1001-90. |
| Physical Description: | 39 p. |