Stephanie Al Otaiba|Carol McDonald Connor|Jessica Sidler Folsom|Luana Greulich|Jane Meadows|Zhi Li
Assessment Data–Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial
Florida State University|Florida State University|Florida State University|Florida State University|Florida State University|JPMorgan Chase & Co (United States)
purpose clusterrandomized control field trial examine extent kindergarten teachers could learn promising instructional strategy wherein kindergarten reading instruction differentiated based upon students ongoing assessments language literacy skills documented child characteristic instruction cxi interactions test efficacy differentiated reading instruction reading outcomes students culturally diverse backgrounds study involved 14 schools included 23 treatment n 305 students 21 contrast teacher n 251 students teachers contrast condition received baseline professional development included researcherdelivered summer daylong workshop individualized instruction data sources included parent surveys individually administered child assessments language cognitive reading skills videotapes classroom instruction using hierarchical multivariate linear modeling hmlm found students treatment classrooms outperformed students contrast classrooms latent measure reading skills comprised letterword reading decoding alphabetic knowledge phonological awareness es 52 teachers conditions provided small group instruction teachers treatment condition provided significantly individualized instruction findings extend research efficacy teachers using individualized student instruction individualize instruction based upon students language literacy skills first third grade findings discussed regarding value professional development related differentiating core reading instruction challenges using response intervention approaches address students needs areas reading general education contexts