![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
We examined student-, classroom-, and school-level effects in predicting second-grade Spanish-speaking children’s oral reading fluency in Spanish. Teachers in 67 randomly selected urban schools administered the Tejas LEE to 1,537 first- and second-grade students. Oral reading fluency was measured in the passages students read for comprehension. Covariates were mean fluency in Grade 1, variability in fluency in Grade 1, degree of grouping in the school, and the proportion of second-grade students in the classroom and/or the school taking the Tejas LEE. Treatment effects were administration format (paper, desktop, handheld) and type of teacher support (no mentoring, web mentoring, and on-site plus web mentoring). Second-grade teachers positively affected students’ reading fluency when (a) they administered the Tejas LEE on paper with the associated paper reports in classrooms of bilingual students, and (b) they either received web mentoring and had relatively homogeneous classrooms or received on-site or no mentoring and had ability-grouped classes. Implications for interpreting assessment results are discussed in the context of the type of support provided to teachers and the grouping of bilingual students by language and/or by ability.
References
Section:
|
Abbott, D. V. (2008). A functionality framework for educational organizations: Achieving accountability at scale. In Mandinach, E., Honey, M. (Eds.), Data driven school improvement: Linking data and learning (pp. 257–276). New York, NY: Teachers College Press. Google Scholar | |
|
Anthony, J. L., Solari, E. J., Williams, J. M., Schoger, K. D., Zhang, Z., Branum-Martin, L., Francis, D. J. (2009). Development of bilingual phonological awareness in Spanish-speaking English language learners: The roles of vocabulary, letter knowledge, and prior phonological awareness. Scientific Studies of Reading, 13, 535–564. Google Scholar | Crossref | ISI | |
|
Baker, E. L. (2003). Reflections on technology-enhanced assessment. Assessment in Education, 10, 421–424. Google Scholar | Crossref | |
|
Bean, R. M., Draper, J. A., Hall, V., Vandermolen, J., Zigmond, N. (2010). Coaches and coaching in Reading First schools: A reality check. Elementary School Journal, 111, 87–114. Google Scholar | Crossref | ISI | |
|
Benjamini, Y., Hochberg, Y. (1995). Controlling the false discovery rate: A practical and powerful approach to multiple testing. Journal of the Royal Statistical Society, Series B (Methodological), 57, 289–300. Google Scholar | Crossref | |
|
Benjamini, Y., Yekutieli, D. (2001). The control of the false discovery rate in multiple testing under dependency. Annals of Statistics, 29, 1165–1188. Google Scholar | ISI | |
|
Biancarosa, G., Bryk, A., Dexter, E. (2010). Assessing the value-added effects of Literacy Collaborative professional development on student learning. Elementary School Journal, 111, 7–34. Google Scholar | Crossref | ISI | |
|
Branum-Martin, L., Foorman, B. R., Francis, D. J., Mehta, P. (2010). Contextual effects of bilingual programs on beginning reading. Journal of Educational Psychology, 102, 341–355. Google Scholar | Crossref | ISI | |
|
Branum-Martin, L., Mehta, P. D., Fletcher, J. M., Carlson, C. D., Ortiz, A., Carlo, M., Francis, D. (2006). Bilingual phonological awareness: Multilevel construct validation among Spanish-speaking Kindergartens in transitional bilingual education classrooms. Journal of Educational Psychology, 98, 170–181. Google Scholar | Crossref | ISI | |
|
Branum-Martin, L., Mehta, P. D., Francis, D. J., Foorman, B. R., Cirino, P. T., Miller, J. F., Inglesias, A. (2009). Pictures and words: Spanish and English vocabulary in classrooms. Journal of Educational Psychology, 101, 897–911. Google Scholar | Crossref | ISI | |
|
Bravo-Valdivieso, L. (1995). A four year follow-up study of low socioeconomic status, Latin American children with reading difficulties. International Journal of Disability, Development and Education, 42, 189–202. Google Scholar | Crossref | |
|
Bridgeman, B. (2009). Experiences from large-scale computer-based testing in the USA. In Scheuermann, F., Björnsson, J. (Eds.), The transition to computer-based assessment: JRC Scientific and Technical Reports (pp. 39–44). Luxembourg: European Communities. Google Scholar | |
|
Carrillo, M. (1994). Development of phonological awareness and reading acquisition. A study in Spanish language. Reading and Writing, 6, 279–298. Google Scholar | Crossref | ISI | |
|
Cassidy, J., Garrett, S. D., Maxfield, P., Patchett, C. (2010). Literacy coaching: Yesterday, today and tomorrow. In Cassidy, J., Garrett, S.D., Sailors, M. (Eds.), Literacy coaching: Research and practice (pp. 15–27). Corpus Christi, TX: Center for Educational Development, Evaluation, and Research. Google Scholar | |
|
Cirino, P., Pollard-Durodola, S. D., Foorman, B. R., Carlson, C. D., Francis, D. J. (2007). Teacher characteristics, classroom instruction, and student literacy and language outcomes in bilingual kindergartners. Elementary School Journal, 107, 341–364. Google Scholar | Crossref | ISI | |
|
de la Colina, M. G., Parker, R., Hasbrouck, J., Lara-Alecio, R. (2001). Intensive intervention in reading fluency for at-risk Spanish readers. Bilingual Research Journal, 25, 503–538. Google Scholar | Crossref | |
|
Denton, C., Hasbrouck, J., Weaver, L., Riccio, C. (2000). What do we know about phonological awareness in Spanish? Reading Psychology, 21, 335–352. Google Scholar | Crossref | |
|
Dynarski, M., Agodini, R., Heaviside, S., Novak, T., Carey, N., Campuzano, L., . . . Sussex, W. (2007). Effectiveness of reading and mathematics software products: Findings from the first student cohort. Washington, DC: United States Department of Education, Institute of Education Sciences. Google Scholar | |
|
Fixsen, D. L., Naoom, S. F., Blasé, K. A., Friedman, R. M., Wallace, F. (2005). Implementation research: A synthesis of the literature. Tampa: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI#231). Google Scholar | |
|
Foorman, B., York, M., Santi, K., Francis, D. (2008). Contextual effects on predicting risk for reading difficulties in first and second grade. Reading and Writing, 21, 371–394. Google Scholar | Crossref | ISI | |
|
Francis, D. J., Rivera, M. O. (2007). Principles underlying English language proficiency tests and academic accountability for ELLs. In Abedi, J. (Ed.), English language proficiency assessment in the nation: Current status and future practice (pp. 13–32). Davis: University of California. Google Scholar | |
|
Fuchs, L. S., Fuchs, D., Hosp, M. K., Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5, 239–256. Google Scholar | Crossref | |
|
Gamoran, A. (1992). Syntheses of research: Is ability grouping equitable? Educational Leadership, 50(2), 11–17. Google Scholar | |
|
Gamoran, A., Berends, M. (1987). The effects of stratification in secondary schools: Synthesis of survey and ethnographic research. Review of Educational Research, 57, 415–435. Google Scholar | SAGE Journals | ISI | |
|
Garet, M. S., Cronen, S., Eaton, M., Kurki, A., Ludwig, M., Jones, W., . . . Sztejnberg, L. (2008). The impact of two professional development interventions on early reading instruction and achievement (NCEE Report 2008-4031). Washington, DC: National Center for Educational Evaluation and Regional Assistance, Institute of Education Sciences. Google Scholar | |
|
Gottardo, A. (2002). The relationship between language and reading skill in bilingual Spanish-English speakers. Topics in Language Disorders, 22, 46–70. Google Scholar | Crossref | ISI | |
|
Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., Wayman, J. (2009). Using student achievement data to support instructional decision making (NCEE 2009-4067). Washington, DC: National Center for Educational Evaluation & Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Google Scholar | |
|
Hoffer, T. B. (1992). Middle school ability grouping and student achievement in science and mathematics. Educational Evaluation and Policy Analysis, 14, 205–227. Google Scholar | SAGE Journals | ISI | |
|
Hollis, S., Campbell, F. (1999). What is meant by intention to treat analysis: Surveys of published randomized controlled studies. British Medical Journal, 319, 670–674. Google Scholar | Crossref | Medline | |
|
IDEL (Indicadores Dinámicos del Ėxito en la Lectura) . (2007). Eugene: University of Oregon. Google Scholar | |
|
Jenkins, J. R., Fuchs, L. S., van den Broek, P., Espin, C., Deno, S. L. (2003). Sources of individual differences in reading comprehension and reading fluency. Journal of Educational Psychology, 95, 719–729. Google Scholar | Crossref | ISI | |
|
Kim, Y., Petscher, Y., Schatschneider, C., Foorman, B. (in press). Does growth rate in oral reading fluency matter in predicting reading? Journal of Educational Psychology. Google Scholar | ISI | |
|
Kulik, J. A., Kulik, C.-L. C. (1992). Ability grouping and gifted students. In Colangelo, N., Davis, G. A. (Eds.), Handbook of gifted education (pp. 178–197). Boston, MA: Allyn & Bacon. Google Scholar | |
|
Linan-Thompson, S., Bryant, D. P., Dickson, S. V., Kouzekanani, K. (2005). Spanish literacy instruction for at-risk kindergarten students. Remedial and Special Education, 26, 236–244. Google Scholar | SAGE Journals | ISI | |
|
Lockwood, J. R., McCombs, S., Marsh, J. (2010). Linking reading coaches and student achievement: Evidence from Florida middle schools. Educational Evaluation and Policy Analysis, 32, 372–388. Google Scholar | SAGE Journals | ISI | |
|
Lou, Y., Abrami, P. C., Spence, J. C., Poulsen, C., Chambers, B., d’Apolonia, S. (1996). Within class grouping: A meta-analysis. Review of Educational Research, 66, 423–458. Google Scholar | SAGE Journals | ISI | |
|
Manrique, A. M. B., Signorini, A. (1994). Phonological awareness, spelling and reading abilities in Spanish-speaking children. British Journal of Educational Psychology, 64, 429–439. Google Scholar | Crossref | ISI | |
|
Marsh, J. A., McCombs, J. S., Lockwood, J. R., Martorell, F., Gershwin, D., Naftel, S., . . . Crego, A. (2008). Supporting literacy across the sunshine state: A study of Florida middle school reading coaches. Santa Monica, CA: RAND. Google Scholar | |
|
Matsumura, L. C., Garnier, J. E., Correnti, R., Junker, B., Bickel, D. D. (2010). Investigating the effectiveness of a comprehensive literacy coaching program in schools with high teacher mobility. Elementary School Journal, 111, 35–62. Google Scholar | Crossref | ISI | |
|
McCoach, D. B., O’Connell, A. A., Levitt, H. (2006). Ability grouping across kindergarten using an early childhood longitudinal study. Journal of Educational Research, 99, 339–346. Google Scholar | Crossref | ISI | |
|
National Institute of Child Health and Human Development (2000). National Reading Panel–Teaching children to read: Reports of the subgroups (NIH Pub. No. 00-4754). Washington, D.C.: U.S. Department of Health and Human Services. Google Scholar | |
|
Oakes, J. (2005). Keeping track: How schools structure inequality (2nd ed.). New Haven, CT: Yale University Press. Google Scholar | |
|
Perfetti, C. A. (1985). Reading ability. New York, NY: Oxford University Press. Google Scholar | |
|
Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K., Justice, L. (2008). Effects of web-mediated professional development resources on teacher-child interactions in pre-kindergarten classrooms. Early Childhood Research Quarterly, 23, 431–451. Google Scholar | Crossref | Medline | ISI | |
|
Raudenbush, S. W., Bryk, A. S. (2002). Hierarchical linear models (2nd ed.) Thousand Oaks, CA: Sage. Google Scholar | |
|
Robinson, J. P. (2008). Evidence of a differential effect of ability grouping on the reading achievement growth of language-minority Hispanics. Educational Evaluation and Policy Analysis, 30, 141–180. Google Scholar | SAGE Journals | ISI | |
|
Russell, M., Goldberg, A., O’Connor, K. (2003). Computer-based testing and validity: A look back into the future. Assessment in Education, 10, 279–293. Google Scholar | Crossref | |
|
Sailors, M., Price, L. R. (2010). Professional development that supports the teaching of cognitive reading strategy instruction. Elementary School Journal, 110, 301–322. Google Scholar | Crossref | ISI | |
|
Sailors, M., Shanklin, N. L. (2010). Introduction: Growing evidence to support coaching in literacy and mathematics. Elementary School Journal, 111, 1–6. Google Scholar | Crossref | ISI | |
|
Seymour, P. H. K. (2005). Early reading development in European orthographies. In Snowling, M. J., Hulme, C. (Eds.), The science of reading (pp. 296–315). Malden, MA: Blackwell. Google Scholar | Crossref | |
|
Seymour, P. H. K., Aro, M., Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143–174. Google Scholar | Crossref | Medline | ISI | |
|
Signorini, A. (1997). Word reading in Spanish: A comparison between skilled and less skilled beginning readers. Applied Psycholinguistics, 18, 319–344. Google Scholar | Crossref | ISI | |
|
Slavin, R. E. (1987). Ability grouping and student achievement in elementary schools: A best evidence synthesis. Review of Educational Research, 57, 293–336. Google Scholar | SAGE Journals | ISI | |
|
Tach, L., Farkas, G. (2006). Learning-related behaviors, cognitive skills, and ability grouping when schooling begins. Social Science Research, 35, 1048–1079. Google Scholar | Crossref | ISI | |
|
Tejas LEE . (2004–2006). Austin, TX: University of Texas System and Texas Education Agency. Google Scholar | |
|
Texas Primary Reading Inventory . (2004–2006). Austin, TX: University of Texas System and Texas Education Agency. Google Scholar | |
|
Tieso, C. L. (2003). Ability grouping isn’t tracking anymore. Roeper Review, 26, 29–37. Google Scholar | Crossref | |
|
Wayman, J. C., Cho, V. (2008). Preparing educators to effectively use student data systems. In Kowalski, T. J., Lasley, T. J. (Eds.), Handbook on data-based decision-making in education (pp. 89–104). New York, NY: Routledge. Google Scholar | |
|
What Works Clearinghouse . (2008). What Works Clearinghouse Procedures and Standards Handbook (version 2.0). Retrieved from http://ies.ed.gov/ncee/wwc/references/idocviewer/Doc.aspx?docId=19&tocId=10 Google Scholar | |
|
Wiley, H. I., Deno, S. L. (2005). Oral reading and maze measures as predictors of success for English learners on a state standards assessment. Remedial and Special Education, 26, 207–214. Google Scholar | SAGE Journals | ISI | |
|
Woodcock, R. W., Johnson, M. B. (1989). Woodcock-Johnson Psycho-Educational Battery–Revised. Chicago, IL: Riverside. Google Scholar | |
|
Yovanoff, P., Duesbery, L., Alonzo, J., Tindal, G. (2005). Grade-level invariance of a theoretical causal structure predicting reading comprehension with vocabulary and oral reading fluency. Educational Measurement: Issues and Practice, 24, 4–12. Google Scholar | Crossref | |
|
Zigler, J. C., Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, 3–29. Google Scholar | Crossref | Medline | ISI |
