The Influence of English Learner Status on Maintenance of Oral Reading Fluency Growth

IF 16.4 1区化学 Q1 CHEMISTRY, MULTIDISCIPLINARY

Accounts of Chemical Research Pub Date : 2024-01-25 DOI:10.1177/15345084241226593

Kirsten J. Truman, Ethan R. Van Norman, David A. Klingbeil, Madeline C. Schmitt, Peter M. Nelson, David C. Parker

{"title":"The Influence of English Learner Status on Maintenance of Oral Reading Fluency Growth","authors":"Kirsten J. Truman, Ethan R. Van Norman, David A. Klingbeil, Madeline C. Schmitt, Peter M. Nelson, David C. Parker","doi":"10.1177/15345084241226593","DOIUrl":null,"url":null,"abstract":"Relatively little is known regarding post-intervention reading fluency outcomes for English learners (ELs) in comparison with non-EL peers, yet educators must be prepared to sustain growth for all students transitioning to less-intensive tiers of support. The purpose of this study was to investigate whether EL status moderated post-intervention maintenance effects among second- and third-grade students who transitioned back to Tier 1 instruction only due to successful performance during a Tier 2 reading fluency intervention. Piecewise multi-level models were estimated to address whether EL status uniquely predicted intervention growth patterns and the extent to which these patterns were maintained over a 12- to 13-week post-intervention period. Reading fluency scores were similar between EL and non-EL students prior to the start of and during the intervention, and all students’ performance decreased slightly immediately after support ceased. Regardless of grade level or EL status, post-intervention fluency gains generally remained smaller than those observed during intervention meriting attention to individual- and systems-level instructional considerations for ensuring continued growth.","PeriodicalId":1,"journal":{"name":"Accounts of Chemical Research","volume":null,"pages":null},"PeriodicalIF":16.4000,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Accounts of Chemical Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/15345084241226593","RegionNum":1,"RegionCategory":"化学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"CHEMISTRY, MULTIDISCIPLINARY","Score":null,"Total":0}

引用次数: 0

Abstract

Relatively little is known regarding post-intervention reading fluency outcomes for English learners (ELs) in comparison with non-EL peers, yet educators must be prepared to sustain growth for all students transitioning to less-intensive tiers of support. The purpose of this study was to investigate whether EL status moderated post-intervention maintenance effects among second- and third-grade students who transitioned back to Tier 1 instruction only due to successful performance during a Tier 2 reading fluency intervention. Piecewise multi-level models were estimated to address whether EL status uniquely predicted intervention growth patterns and the extent to which these patterns were maintained over a 12- to 13-week post-intervention period. Reading fluency scores were similar between EL and non-EL students prior to the start of and during the intervention, and all students’ performance decreased slightly immediately after support ceased. Regardless of grade level or EL status, post-intervention fluency gains generally remained smaller than those observed during intervention meriting attention to individual- and systems-level instructional considerations for ensuring continued growth.

查看原文本刊更多论文

英语学习者身份对保持口语阅读流畅性增长的影响

与非英语学习者的同龄人相比，人们对英语学习者（ELs）干预后的阅读流利性成果知之甚少，但教育工作者必须做好准备，以维持所有过渡到低强度支持层级的学生的成长。本研究的目的是调查英语学习者的身份是否会调节二、三年级学生干预后的保持效果，这些学生只是因为在第二级阅读流利性干预中取得了成功而转回第一级教学。我们对多层次模型进行了估算，以确定英语语言能力状况是否能独特地预测干预后的增长模式，以及这些模式在干预后 12 至 13 周内的维持程度。在干预开始前和干预期间，英语语言学生和非英语语言学生的阅读流利度得分相似，所有学生的成绩在支持停止后立即略有下降。无论年级或英语语言水平如何，干预后流利程度的提高幅度一般仍小于干预期间的提高幅度，这就需要关注个人和系统层面的教学考虑，以确保持续增长。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Accounts of Chemical Research 化学-化学综合

CiteScore

31.40

自引率

1.10%

发文量

312

审稿时长

2 months

期刊介绍： Accounts of Chemical Research presents short, concise and critical articles offering easy-to-read overviews of basic research and applications in all areas of chemistry and biochemistry. These short reviews focus on research from the author’s own laboratory and are designed to teach the reader about a research project. In addition, Accounts of Chemical Research publishes commentaries that give an informed opinion on a current research problem. Special Issues online are devoted to a single topic of unusual activity and significance. Accounts of Chemical Research replaces the traditional article abstract with an article "Conspectus." These entries synopsize the research affording the reader a closer look at the content and significance of an article. Through this provision of a more detailed description of the article contents, the Conspectus enhances the article's discoverability by search engines and the exposure for the research.