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

Gunn, Barbara; Biglan, Anthony; Smolkowski, Keith; Ary, Dennis V.

doi:10.1177/002246690003400204

Cited by 112 publications

(87 citation statements)

References 40 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.…”

Section: Overview Of Analysissupporting

confidence: 80%

“…One paper reported effects at the end of the intervention (Gunn, Biglan, Smolkowski, & Ary, 2000); a second paper reported effects one year after the intervention ended (Gunn, Smolkowski, Biglan, & Black, 2002). At the end of the 2-year intervention, students who received the supplemental instruction performed better on measures of word attack, word identification, and oral reading fluency, vocabulary and reading comprehension.…”

Section: Purpose Of the Studymentioning

confidence: 99%

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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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Section: Overview Of Analysissupporting

confidence: 80%

Section: Purpose Of the Studymentioning

confidence: 99%

Fostering the Development of Reading Skill Through Supplemental Instruction

Gunn

Smolkowski²,

Biglan³

et al. 2005

J Spec Educ

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“…All children screened into the study based on low reading skill and those screened into the study based on aggressive social behavior and below grade level in reading skill on the baseline reading achievement measure received reading instruction. Gunn et al (2000) provide detailed information about the reading instruction.…”

Section: Supplemental Reading Instructionmentioning

confidence: 99%

“…Three earlier papers describe how the SHIP intervention had significant effects in improving students' reading skills (Gunn et al, 2000;Gunn et al, 2002;Gunn et al, in press). Gunn et al (in press) describe results over the 2 years of intervention and the following 2 years for 301 students who entered the study in grades K-2 in 13 elementary schools.…”

mentioning

confidence: 99%

Schools and Homes in Partnership (SHIP): Long-Term Effects of a Preventive Intervention Focused on Social Behavior and Reading Skill in Early Elementary School

et al. 2005

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This paper reports a randomized controlled trial of the effects of behavioral parenting skills training, social skills training, and supplemental reading instruction on the social behavior of early elementary school children (K through 3). We selected children based on teacher-rated aggressive behavior or reading-skill deficits, delivered the intervention over a 2-year period, and obtained follow-up data for two additional years. The intervention affected only two of eight measures of child functioning--parent daily reports of antisocial behavior and parent ratings of coercive behavior. There was evidence that parents of boys in the intervention condition displayed significantly greater declines in their rated use of coercive discipline than did parents of boys in the control condition.

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“…In addition, techniques unique to the needs of ELL students are important for their success, such as the use of concrete gestures; visual aids; consistent routines, phrases, and language; interactive and engaging instruction; scaffolding; and explanations using known or "native" phrases (Ediger, 2000;Mathes et al, 2007). Many researchers are examining other ways to augment the academic progress of ELL students through the use of various school-based instructional interventions (Chiappe, Siegel, & Wade-Woolley, 2002;Fletcher, Coulter, Reschly, & Vaughn, 2004;Graves, Gersten, & Haager, 2004;Gunn, Biglan, Smolkowski, & Ary, 2000;Linan-Thompson, Vaughn, Hickman-Davis, & Kouzekanani, 2003;Vaughn et al, 2006). …”

mentioning

confidence: 99%

English language learners' and non–English language learners' perceptions of the classroom environment

LeClair

Doll

Osborn

et al. 2009

Psychology in the Schools

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This study examines the degree to which English language learners' (ELL) descriptions of classroom supports for learning are similar to or different from the descriptions of non-ELL students. Specifically, the study compared the classroom perceptions of ELL students and general education students using the ClassMaps Survey (CMS), which includes indices of classroom relationships (teacher-student, peer, and home-school) and supports for self-regulation (self-efficacy, self-determination, and self-control). It was hypothesized that the CMS subscale scores would differ for the two student groups. Results indicated that ELL students rated themselves significantly lower in academic efficacy and rated their classmates as more likely to follow class rules compared to the ratings of non-ELL students. Implications for practical application of the results and suggestions for future research are discussed. C 2009 Wiley Periodicals, Inc.English language learners (ELLs) represent a growing segment of students in the United States. In fact, non-English-speaking students are the fastest growing subgroup of students among the public school population, with their numbers increasing by approximately 10% each year (Kindler, 2002;McCardle, Mele-McCarthy, Cutting, Leos, & D'Emilio, 2005). An estimated 5.5 million students attending public school in the United States speak a language other than English as their first language (McCardle et al.).The U.S. Department of Education describes ELL students as those who did not grow up in a primarily English-speaking setting and lack the skills necessary to learn in an English-only environment. In particular, students who qualify for ELL services must have been raised in a setting where English is not the dominant language (National Center for Education Statistics, 2006). To qualify for ELL services, students for whom English is not their first language must demonstrate that they are unable to learn successfully in English-dominant classrooms, due to insufficient Englishlanguage reading, writing, speaking, or listening skills.Unfortunately, many ELL students are not succeeding in U.S. classrooms, despite receiving additional support services. ELL students have lower levels of academic achievement and higher rates of poverty, mobility, and high school noncompletion than students proficient in English (McCardle et al., 2005;

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

Cited by 112 publications

References 40 publications

Fostering the Development of Reading Skill Through Supplemental Instruction

Fostering the Development of Reading Skill Through Supplemental Instruction

Schools and Homes in Partnership (SHIP): Long-Term Effects of a Preventive Intervention Focused on Social Behavior and Reading Skill in Early Elementary School

English language learners' and non–English language learners' perceptions of the classroom environment

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