Kindergarten Instruction and Early Reading Achievement. Technical Report No. L-4

Kindergarten Instruction and Early Reading Achievement. Technical Report No. L-4 [electronic resource] / Robert L. Linn and Linda A. Meyer.

The relationship of the amount of classroom time devoted to reading instruction, the number of reading related activities, and teacher instruction feedback to reading achievement at the end of kindergarten was investigated for a sample of approximately 300 children in 14 kindergarten classrooms at t...

Full description

Saved in:
Bibliographic Details
Online Access: Full Text (via ERIC)
Main Author: Linn, Robert L.
Corporate Authors: University of Illinois at Urbana-Champaign. Center for the Study of Reading, Bolt, Beranek, and Newman
Other Authors: Meyer, Linda A.
Format: Electronic eBook
Language:English
Published: [S.l.] : Distributed by ERIC Clearinghouse, 1985.
Subjects:
Feedback.
Kindergarten.
Primary Education.
Reading Achievement.
Reading Instruction.
Reading Research.
Reading Skills.
Reading Strategies.
Teacher Behavior.
Teacher Effectiveness.
Teacher Influence.
Teaching Methods.
Teaching Styles.
Time on Task.
Description
Summary:The relationship of the amount of classroom time devoted to reading instruction, the number of reading related activities, and teacher instruction feedback to reading achievement at the end of kindergarten was investigated for a sample of approximately 300 children in 14 kindergarten classrooms at three schools. Based on nine rounds of full-day observations, it was found that there are great between- and within-class differences in the amount and type of reading instruction received by the kindergarten children. These differences were strongly related to student decoding ability in the spring after controlling for fall achievement. Future analyses of the continuing longitudinal follow-up of these children will investigate the degree to which these differences in early reading achievement are reflected in later reading comprehension differences. (Tables of findings are included.) (Author/EL)
Item Description:ERIC Document Number: ED266424.
Sponsoring Agency: National Inst. of Education (ED), Washington, DC.
Contract Number: 400-81-0030.
ERIC Note: Paper presented at the Annual Meeting of the National Reading Conference (34th, St. Petersburg, FL, November 28-December 1, 1984). Figure 3 contains small print.
Also distributed on microfiche by U.S. GPO under ED 1.310/2:266424.
Physical Description:27 p.

Similar Items