Success in First-Grade Reading

Abstract

The proper concern of professional education is to assure competent service to children, service which produces high achievement and eliminates unnecessary failure. Success in initial classroom instruction is more important than providing remedy after failure. This is particularly true in learning to read, since reading is an essential basis for later school achievement.After twenty-five years of clinical service and research related to reading instruction, it seemed desirable to the language arts staff of Boston University to conduct a large-scale study that employed practices indicated as desirable by research and clinical experience. A grant was obtained which made possible a cooperative study that involved more than 2,000 firstgrade children. Purposes of the StudyThe purposes of the study were three: to assure reading success among the first-grade children; to evaluate reading readiness practices and concepts; to study relationships among various aspects of reading growth.Clinical services indicated that reading failures at first-grade level were usually overcome when the following abilities were established through effective teaching: knowledge of letter names, ability to identify sounds in spoken words, and knowledge of applied phonics. Additional services commonly needed were meaningful word recognition practice and special help in beginning silent reading. It appeared that if these needs were identified and served in initial classroom instruction, much reading difficulty might be prevented. In addition, it was hoped that rapid learners might make higher achievement if unnecessary instruction were eliminated from the reading program.Reading readiness practices and concepts are still in controversy despite research evidence on several factors. By applying measures in September, November, February, and June, answers to many questions should be obtained.

Enhanced Alphabet Knowledge Instruction: Exploring a Change of Frequency, Focus, and Distributed Cycles of Review

“…The importance of AK is well established (Durrell, 1980;Durrell, Nicholson, Olson, Gavel, & Linehan, 2008;NELP, 2008;NICHD, 2000;Samuels, 1972); but information on how to effectively teach AK is greatly needed (Piasta & Wagner, 2010). We sought to use evidence-based advantages to improve AK instruction by increasing students' frequency of exposure and practice with letters and by providing greater focus on letters that were troublesome for students through brief, explicit lessons taught through distributed review cycles.…”

Enhancing Alphabet Knowledge Instruction: Research Implications and Practical Strategies for Early Childhood Educators

“…learners mastering alphabetic knowledge to be successful readers (Durrell et al 2008;Snow et al 1998). Rather than the traditional method of one cycle of massed instruction, EAK instruction advocates teaching letters through multiple, distributed instructional cycles which allows for letters to be introduced, practiced, and revisited several times, as needed, during the school year.…”

Literacy for Students With Severe Developmental Disabilities

“…In addition to phonemic awareness, literacy development is dependent on the ability to make connections between speech and print. Letter recognition has been well established as a predictor of reading success (Durrell, 1958). However, years of reading research continues to indicate that mastery of letter recognition alone does not result in reading success (Adams, 1990;NRP, 2000).…”