La Trobe
Graham_et_al-2020-Reading_and_Writing.pdf (701.28 kB)

A longitudinal analysis of the alignment between children’s early word-level reading trajectories, teachers’ reported concerns and supports provided

Download (701.28 kB)
journal contribution
posted on 10.02.2021, 05:38 by LJ Graham, SLJ White, HA Tancredi, Pamela Snow, K Cologon
© 2020, The Author(s). In this longitudinal study, the word-level reading trajectories of 118 children were tracked alongside teachers’ reported concerns and types of support provided through Grades 1, 2 and 3. Results show a significant decline in composite scores relative to age norms over time, with children achieving significantly lower in phonemic decoding than word recognition at the subtest level. Five group trajectories were identified: children who achieved average or above average scores across all 3 years (n = 64), children who consistently bordered on average (n = 11), children who achieved below average in Grade 1 but who then achieved average or above in Grade 2 or Grade 3 (n = 7), children who achieved average or above in Grade 1 but then declined to below average in Grade 2 or Grade 3 (n = 10), and children who achieved below average across all 3 years (n = 26). Appropriately, teachers’ concerns were highest for students in the groups that improved, declined or remained persistently below average. However, analysis of the focus of teachers’ concerns and the supports they said were provided to the children in these three groups suggests that teachers are not always accurate in their interpretation of children’s presenting characteristics, resulting in the misalignment of support provision.

History

Publication Date

01/10/2020

Journal

Reading and Writing

Volume

33

Issue

8

Pagination

29p. (p. 1895-1923)

Publisher

Springer Nature

ISSN

0922-4777

Rights Statement

The Author reserves all moral rights over the deposited text and must be credited if any re-use occurs. Documents deposited in OPAL are the Open Access versions of outputs published elsewhere. Changes resulting from the publishing process may therefore not be reflected in this document. The final published version may be obtained via the publisher’s DOI. Please note that additional copyright and access restrictions may apply to the published version.

Licence

Exports