Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties

Connor, Carol McDonald; Phillips, Beth M.; Kim, Young‐Suk Grace; Lonigan, Christopher J.; Kaschak, Michael P.; Crowe, Elizabeth C.; Dombek, Jennifer; Otaiba, Stephanie Al

doi:10.1080/10888438.2018.1481409

Cited by 24 publications

(20 citation statements)

References 68 publications

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“…Are there underlying factors (e.g., fundamental cognitive components such as memory and attention) that explain the substantial shared variance between decoding and listening comprehension found in many empirical studies of the model (Catts, 2018; LARRC & Chiu, 2018; Lonigan et al, 2018)? How do metacognition (Connor et al, 2018; Fogarty et al, 2017) and engagement (J.S. Kim et al, 2017; Vaughn et al, 2017) mediate aspects of the SVR as students read for understanding?…”

Section: Resultsmentioning

confidence: 99%

“…As with studies of vocabulary, research on language interventions within and beyond the RfU portfolio has had mixed results, showing both the promise and challenge of careful instructional interventions designed to promote language growth and, ultimately, comprehension (Afflerbach, Biancarosa, Hurt, & Pearson, 2020; Biancarosa, Afflerbach, & Pearson, 2020; Clarke, Snowling, Truelove, & Hulme, 2010; Wilson, Dickinson, & Rowe, 2013). One insight from this small body of instructional research is that orchestrated, multicomponential language interventions have tended to be more effective in improving reading and listening comprehension than single‐component interventions have (e.g., Connor et al, 2018). For example, the oral language intervention in Clarke et al’s (2010) non‐RfU study of 8‐ and 9‐year‐old students who struggled with reading comprehension involved components such as vocabulary, spoken language, and figurative language.…”

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

How the Reading for Understanding Initiative’s Research Complicates the Simple View of Reading Invoked in the Science of Reading

Cervetti

Pearson

Palincsar

et al. 2020

Reading Research Quarterly

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Advocates of the science of reading have invoked the simple view of reading (SVR) to justify an approach that foregrounds decoding in early reading instruction. The SVR, which describes comprehension as the product of decoding and listening comprehension, also served as the primary theoretical model underlying the Reading for Understanding (RfU) initiative. Research funded under the RfU initiative included direct examinations of the validity of the SVR and the nature of its underlying components and extended the SVR in studies of middle school and high school readers. In this article, the authors use research conducted under the RfU initiative to examine the validity and utility of the SVR, in general, and the appropriateness of its application in the “science of reading” debate. RfU research has provided not only evidence in support of the overall SVR model but also important cautions relevant to the “science of reading” debate. In particular, RfU has provided evidence regarding the significance of the listening comprehension component of the SVR, often overlooked by advocates of the science of reading. This research has documented the importance of early oral language skills, which support both decoding and listening comprehension in young readers and plays a critical role in students’ success as readers as they move through school. In addition, RfU research has identified a complicated constellation of skills and knowledge that impact reading comprehension as students advance in school.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

How the Reading for Understanding Initiative’s Research Complicates the Simple View of Reading Invoked in the Science of Reading

Cervetti

Pearson

Palincsar

et al. 2020

Reading Research Quarterly

View full text Add to dashboard Cite

show abstract

“…The development and evaluation of the WKe-Book was the direct result of the efforts of the IESfunded Reading for Understanding network (ies.ed.gov/ncer/projects/program.asp?ProgID=62) and the findings of the network researchers. Importantly, across network and other studies, metacognition and language, particularly word knowledge, consistently emerged as important predictors of reading comprehension—but how to improve these skills was less clear (Connor et al, in press). The principal aim of developing the WKe-Book was to leverage the power of technology within learning opportunities provided in the classroom, to increase students’ metacognition, strategy use, word learning, and persistence for reading even when text was challenging.…”

Section: Discussionmentioning

confidence: 99%

Building word knowledge, learning strategies, and metacognition with the Word-Knowledge e-Book

Connor

Day

Zargar

et al. 2019

Computers & Education

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Many children fail to comprehend what they read because they do not monitor their understanding, which requires making accurate judgements of what they know and then employing repair strategies when comprehension fails. Relying on research from learning science and cognitive and developmental psychology, we developed the Word Knowledge e-Book (WKe-Book) to improve children’s calibration of their word knowledge, strategy use, and word knowledge overall; skills which are associated with reading comprehension. The WKe-Book, which is read on a tablet computer, is a choose-your-own adventure book where choices require choosing between two rare words (e.g., cogitate vs. procrastinate). Depending on the word chosen, the story follows a different plot. There are also embedded comprehension questions where students receive immediate feedback with consequences for incorrect answers, such as being sent back to reread a few pages. In a randomized controlled trial, we tested whether students (N = 603 in 25 third through fifth grade classrooms in Arizona in the US) reading the WKe-Book would demonstrate improved word knowledge, strategy use, and word knowledge calibration. Classrooms were randomly assigned to read the WKe-Book immediately (treatment) or later (delayed-treatment control), and within classrooms, students were randomly assigned to either participate in a 15-minute weekly book club (book club treatment) or to read the WKe-Book independently with no book club (no book club control). Results revealed a significant treatment effect of the WKe-Book on students’ word knowledge, word knowledge calibration, and strategy use, which predicted student performance on standardized reading comprehension and vocabulary measures. The effects were greater for students who participated in weekly book clubs compared to students in the no book club control. These findings suggest that the affordances offered by technology, which are unavailable in paper-based books, can support students’ development of metacognition, including word knowledge calibration, strategy use, and word learning skills.

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“…Data for this study came from three larger studies (e.g., see Connor et al, 2018;Lonigan & Burgess, 2017;Lonigan & Milburn, 2017;Lonigan, Burgess, & Schatschneider., 2018) investigating the development of reading-related skills or evaluating instructional approaches to improve reading-related skills. Procedures for all projects were approved by Florida State University's Institutional Review Board.…”

Section: Methodsmentioning

confidence: 99%

Examination of the Structure and Measurement of Inattentive, Hyperactive, and Impulsive Behaviors from Preschool to Grade 4

Allan

Lonigan

2018

J Abnorm Child Psychol

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Attention Deficit/Hyperactivity Disorder (ADHD) is a complex and heterogeneous disorder consisting of inattentive and hyperactive/impulsive behaviors. Although, the multidimensionality of ADHD is widely accepted, questions remain regarding the extent to which the components of this disorder are overlapping or distinct. Further, although the same measures are generally used to assess inattentive, hyperactive, and impulsive behaviors across childhood, it has been argued that the structure and measurement of inattentive, hyperactive, and impulsive behaviors may be susceptible to developmental influences. The purpose of this study was to examine the factor structure and measurement invariance of inattentive and hyperactive/impulsive behaviors in a large group of children (N = 10,047) ranging in grade level from preschool to grade 4. A bifactor model with a general factor and two specific factors of inattention and hyperactivity/impulsivity fit the data best. This finding held across all groups and all grade levels. In general, the bifactor model demonstrated measurement invariance from kindergarten through grade 4 but not for preschool. Implications for the understanding and measurement of inattentive, hyperactive, and impulsive behaviors across early and middle childhood are discussed.

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Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties

Cited by 24 publications

References 68 publications

How the Reading for Understanding Initiative’s Research Complicates the Simple View of Reading Invoked in the Science of Reading

How the Reading for Understanding Initiative’s Research Complicates the Simple View of Reading Invoked in the Science of Reading

Building word knowledge, learning strategies, and metacognition with the Word-Knowledge e-Book

Examination of the Structure and Measurement of Inattentive, Hyperactive, and Impulsive Behaviors from Preschool to Grade 4

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