Supplemental Instruction in Decoding Skills for Hispanic and Non-Hispanic Students in Early Elementary School

Gunn, Barbara; Smolkowski, Keith; Biglan, Anthony; Black, Carol M.

doi:10.1177/00224669020360020201

Cited by 75 publications

(114 citation statements)

References 18 publications

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“…As noted above, the presentation of results begins with analyses that placed the intercept at T 1 and at T 3 , immediately after intervention, and then presents results for the intercept set at T 5 . Results for T 1 and T 3 are not entirely new; they parallel those previously reported in Authors (Gunn, Biglan, et al,2002;Gunn, Smolkowski, et al, 2000). The present analysis, however, includes a larger sample of students, data from the final assessment, T 5 , and a more sophisticated analysis method.…”

supporting

confidence: 79%

Fostering the Development of Reading Skill Through Supplemental Instruction

Gunn

Smolkowski²,

Biglan³

et al. 2005

J Spec Educ

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This paper reports the effects of a two-year supplemental reading program for kindergarten through third grade students that focused on the development of decoding skills and reading fluency. Two hundred ninety-nine students were identified for participation and were randomly assigned to the supplemental instruction or to a no-treatment control group. Participants' reading ability was assessed in the fall, before the first year of the intervention, and again in the spring of years 1, 2, 3, and 4. At the end of the two-year intervention, students who received the supplemental instruction performed significantly better than their matched controls on measures of entry level reading skills (i.e., letterword identification and word attack), oral reading fluency, vocabulary, and comprehension. The benefits of the instruction were still clear two years after instruction had ended with students in the supplemental-instruction condition still showing significantly greater growth on the measure of oral reading fluency. Hispanic students benefited from the supplemental reading instruction in English as much as or more than non-Hispanic students. Results support the value of supplemental instruction focused on the development of word recognition skills for helping students at risk for reading failure. Fostering the Development of Reading Skill through Supplemental Instruction: Results for Hispanic and Non-Hispanic StudentsThe long-term impact of reading failure on school success is well established (Cunningham & Stanovich, 1998;Juel, 1988;Slavin et al., 1996). So, too, is the relation between learning to read in the primary grades and the development of reading ability throughout elementary school (Francis, Shaywitz, Steubing, Shaywitz, & Fletcher, 1996;Juel, 1988). Reading acquisition is frequently viewed as a "bottom-up" process, based on the development of word recognition skills to promote fluency and comprehension (Rayner, Foorman, Perfetti, Pestsky, & Seidenberg, 2001). Within this framework, fluent word recognition allows the reader to allocate increased attention to key comprehension processes, such as making meaningful connections between sentences within a passage or relating text meaning to prior experiences and information (Fuchs, Fuchs, Hosp, & Jenkins, 2001). Thus, learning how to decode text provides a requisite foundation not only for reading fluency but also for higher-level comprehension processes.Evidence from 20 years of reading research points to the development of fluent word recognition skills as the biggest difficulty that students face in learning to read (Share & Stanovich, 1995). In particular, theories of word recognition (Ehri, 1998; Please send correspondence concerning this article to: Barbara Gunn, Ph.D., Oregon Research Institute, 1715 Franklin Blvd., Eugene, OR 97403-1983, Telephone: 541.484.2123/fax: 541.484.1108. E-mail: barbarag@ori.org. Grant #DA 09678 from the National Institute on Drug Abuse supported the preparation of this manuscript. The authors thank Christine Cody and ...

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supporting

confidence: 79%

Fostering the Development of Reading Skill Through Supplemental Instruction

Gunn

Smolkowski²,

Biglan³

et al. 2005

J Spec Educ

Self Cite

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“…It is a collaborative learning model that has been in existence for decades and has been used across the P-20 educational system (Arendale, 1994;Gunn, Smolkowski,, Biglan & Black, 2002). Supplemental instruction is most often employed in high enrollment, high failure rate courses in math, science, and English (Arendale, 1994).…”

Section: Peer Academic Support In Classmentioning

confidence: 99%

Student-Initiated Study Groups for STEM Classes in Community College Settings

Sandoval-Lucero¹,

Blasius²,

Klingsmith³

et al. 2012

HES

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This article describes a focus group research study that examined the experiences of community college students who initiated study groups for science, technology, engineering and mathematics (STEM) courses based on self-identified needs for learning support. Results indicated that students identified early in the semester that they needed assistance with studying, negotiated group roles including identifying a group leader, and utilized technology to communicate and study with group members. Students who participated also believed they benefited from their participation by learning the material from different perspectives, and learning new techniques for studying, but also saw potential negative consequences for students who were not able to join study groups. They recommended that the institutions be more intentional about encouraging students to form study groups, especially in STEM classes.

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“…There have been many instances of Tier 2 reading intervention provided by persons other than the classroom teachers, such as university-based RAs (e.g., Lane et al, 2001, Nelson, Benner, & Gonzalez, 2005. To a lesser extent, there have also been such supports delivered by school-site personnel including literacy coordinators (e.g., Lane et al, 2002), paraprofessionals (e.g., Gunn, Smolkowski, Biglan, & Black, 2002;Vadasy, Sanders, & Peyton, 2006), and even classroom teachers (e.g., Lane, Little, Rhodes, Phillips, & Welsh, 2007). An important next step in SRSD instruction for writing research will be randomized trials involving teachers as intervention agents in Tier 2 supports.…”

Section: Limitations Additional Directions For Future Research and mentioning

confidence: 99%