Word recognition prompts and student growth in reading
Abstract/Contents
- Abstract
- Word recognition prompting is a method of instruction used by many teachers during oral reading instruction. However, it is a nuanced practice that is still being described and understood. This study explored the relationship between what a teacher says during reading instruction and the word recognition ability of a reader receiving instruction. The goals of this research were three-fold: 1) to identify and describe ways teachers support beginning readers in word recognition during oral reading instruction, 2) to determine whether certain patterns of prompting are associated with word recognition growth and, ultimately, 3) add detail to the current knowledge base about the types of prompts used. Four first-grade teachers, who taught in the same district at 2 different schools with similar demographics, were recruited for this mixed methods study. I followed the word recognition and reading development of students, and changes in teachers' instructional moves over the course of one school year, to discover how teachers were prompting students and how students responded. Student growth was measured with standardized assessments of word reading and evidence of self-correcting and decreased errors during independent reading. Findings suggest that students of teachers who used a moderate percentage of most prompts with a greater emphasis on primary and grapho-phonemic prompts made the most growth in word reading over the course of the study. These teachers also used a collaborative style of instruction that encouraged a focus on processes of word-processing rather than accuracy. Finally, students who were prompted to self-monitor as they improved in ability made fewer errors and self-corrected miscues more often.
Description
| Type of resource | text |
|---|---|
| Form | electronic; electronic resource; remote |
| Extent | 1 online resource. |
| Publication date | 2012 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Associated with | Scott, Renee Charlebois |
|---|---|
| Associated with | Stanford University, School of Education. |
| Primary advisor | Juel, Connie |
| Thesis advisor | Juel, Connie |
| Thesis advisor | Aukerman, Maren (Maren Songmy) |
| Thesis advisor | Goldenberg, Claude Nestor, 1954- |
| Advisor | Aukerman, Maren (Maren Songmy) |
| Advisor | Goldenberg, Claude Nestor, 1954- |
Subjects
| Genre | Theses |
|---|
Bibliographic information
| Statement of responsibility | Renee C. Scott. |
|---|---|
| Note | Submitted to the School of Education. |
| Thesis | Thesis (Ph.D.)--Stanford University, 2012. |
| Location | electronic resource |
Access conditions
- Copyright
- © 2012 by Renee Charlebois Scott
- License
- This work is licensed under a Creative Commons Attribution 3.0 Unported license (CC BY).
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