Investigating the instructional supportiveness of leveled texts

Authors

  • JAMES W. CUNNINGHAM,

    1. Emeritus, University of North Carolina at Chapel Hill USA
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    • James W. Cunningham is professor emeritus of literacy education at the University of North Carolina at Chapel Hill where he taught undergraduate and graduate courses in reading and writing education for 28 years. His continuing professional interests include improving elementary classroom writing instruction and investigating first graders' sensitivity to orthographic patterns. He can be contacted at 811 Leigh Drive, Gibsonville, NC 27249-2734, USA, or by e-mail at jwcunnin@email.unc.edu

  • STEPHANIE A. SPADORCIA,

    1. Lesley University, Cambridge Massachusetts
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    • Stephanie A. Spadorcia is an assistant professor of language and literacy at Lesley University in Cambridge, Massachusetts. She teaches courses in the areas of struggling readers and writers, assessment, literacy for children with intensive special needs, and language and literacy development. Her research and writing focus on improved literacy instruction for struggling readers and writers. She can be contacted at 29 Everett St., Lesley University, Cambridge, MA 02138, USA, or by e-mail at sspadorc@mail.lesley.edu

  • KAREN A. ERICKSON,

    1. University of North Carolina at Chapel Hill, USA
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    • Karen A. Erickson is the director of the center for literacy and disability studies at the University of North Carolina at Chapel Hill. Her research focuses on literacy assessment and instruction for children with significant disabilities including those who use augmentative and alternative communication. She is the 2004 recipient of the National Down Syndrome Congress Educator Award and the International Society for Augmentative and Alternative Communication Distinguished Literacy Lectureship Award. She can be contacted at CB# 7335, UNC-Chapel Hill, Chapel Hill, NC 27599-7335, USA, or by e-mail at Karen_Erickson@med.unc.edu

  • DAVID A. KOPPENHAVER,

    1. Appalachian State University, Boone North Carolina, USA
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    • David A. Koppenhaver is an associate professor in the Language, Reading, and Exceptionalities Department at Appalachian State University in Boone, North Carolina. His research focuses on literacy instruction and assessment of children and adults with developmental disabilities, including cerebral palsy, autism, and intellectual disabilities. He can be contacted at Appalachian State University, LRE Department, 124 Edwin Duncan Hall, Boone, NC 28608, USA, or by e-mail at koppenhaverd@appstate.edu

  • JANET M. STURM,

    1. Central Michigan University Mount Pleasant, USA
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    • Janet M. Sturm is associate professor in the Department of Communication Disorders at Central Michigan University. She received her doctorate at the University of Nebraska-Lincoln and completed a postdoctoral fellowship at the Munroe-Meyer Institute of Genetics and Rehabilitation in Omaha, Nebraska. Sturm's professional interests include computer-supported literacy, tying together literacy assessment and instructional strategies, classroom communication, and educational integration of students who use augmentative and alternative communication. She can be contacted at Department of Communication Disorders, Health Professions Building, 2167, Central Michigan University, Mount Pleasant, MI 48859, USA, or by e-mail at sturm1j@cmich.edu

  • DAVID E. YODER

    1. Emeritus, University of North Carolina at Chapel Hill, USA
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    • David E. Yoder is professor emeritus of speech and hearing sciences at the University of North Carolina at Chapel Hill. His current research is focused on the literacy needs of persons with severe speech and physical impairments and assistive technology for adults with disabilities. Yoder is a member of the research team of the Center for Literacy and Disabilities Studies at the University of North Carolina, which is directed by Karen A. Erickson. The team is working to develop an alternative reading comprehension assessment battery for students with severe speech and physical impairments. He can be contacted at CB# 7335, TR# 46, UNC-Chapel Hill, Chapel Hill, NC 27599-7335, USA, or by e-mail at dyoder@med.unc.edu


ABSTRACTS

Leveled books originally selected by or produced for use in Reading Recovery or its regular classroom initiative are now also widely used in regular and special classrooms having no affiliation with Reading Recovery. The frequent use of these leveled books in settings other than Reading Recovery raises an important question: Do books leveled for use in Reading Recovery support other reading instructional emphases in addition to the ones that Reading Recovery teachers are trained to provide? The purpose of this study was to examine the curricular dimensions of books leveled for use in Reading Recovery in order to judge how supportive such texts are for early reading instruction emphasizing word recognition or decoding instead of, or in addition to, the three main cueing systems. The study found that Reading Recovery books, as a category of early reading instructional texts, provide only a moderate amount of support for word-recognition instruction and almost none for decoding instruction in the use of onsets and rimes. The study also found that books leveled for use in Reading Recovery do not consistently increase in word-level demands as their levels increase.

Los libros nivelados, originalmente seleccionados o producidos para su uso en el programa Reading Recovery (Recuperación en Lectura) o en aulas regulares que adoptaban el programa, se usan actualmente en aulas regulares y especiales sin relación alguna con dicho programa. El uso frecuente de estos libros en contextos diferentes del de Reading Recovery introduce una pregunta importante: ¿los libros nivelados para Reading Recovery son adecuados en enfoques didácticos diferentes de aquellos para los que fueron capacitados los docentes de Reading Recovery? El propósito de este estudio es examinar las dimensiones curriculares de los libros nivelados de Reading Recovery con el fin de evaluar el apoyo que proporcionan esos textos en una didáctica de la lectura inicial que enfatiza el reconocimiento de palabras o la decodificación en lugar de, o además de, los tres principales sistemas de pistas. El estudio halló que, como libros de enseñanza de la lectura inicial, los textos de Reading Recovery proporcionan sólo un apoyo moderado a la enseñanza del reconocimiento de palabras y casi ninguno para enseñar decodificación con el uso de ataques y rimas. Asimismo el estudio encontró que en los libros de Reading Recovery no se halla un aumento de las demandas en el nivel de las palabras consistente con el aumento de los niveles.

Eingestufte Lesebücher, ursprünglich ausgewählt für oder hergestellt zur Verwendung bei der Leseverbesserung durch Reading Recovery® oder in ihrer regulären Klassenzimmerverwendung, werden jetzt auch weitgehend in regulären und Sonderschulklassen benutzt, die keine Bindung zu Reading Recovery haben. Der häufige Gebrauch dieser eingestuften Lesebücher in andere Bereichen als Reading Recovery wirft eine wichtige Frage auf: Unterstützen Bücher, die zur Verwendung bei Reading Recovery in der Leseverbesserung benutzt werden, andere leseanleitende Schwerpunkte in Ergänzung zu jenen, die entsprechend ausgebildete Lehrer bereits vermitteln? Der Zweck dieser Studie ist es, die lehrplanerischen Dimensionen von solchen Büchern zu untersuchen, die zur Verwendung in Reading Recovery eingestuft sind, um zu beurteilen, wie weit solche Texte den frühzeitigen Leseunterricht unterstützen, unter Betonung der Worterkennung oder Entzifferung, anstatt von oder in Ergänzung zu den wesentlichen drei aufgezeigten Systemen. Die Studie ergab, daß, als eine Kategorie frühzeitiger Leseanweisungstexte, Reading Recovery Lesebücher nur einen gemäßigten Unterstützungwert für Anweisungen zur Worterkennung liefern und nahezu keinen für Entzifferungsanweisungen in der Verwendung von Einleitungen und Reimen. Die Studie ergab ebenfalls, dass die für den Reading Recovery Gebrauch eingestuften Bücher nicht in dem Maße übereinstimmend Wortschatzanforderungen steigern, in dem sich ihre Schulstufen anheben.

Des livres standardisés par niveau, choisis ou produits à l'origine pour être utilisés dans le programme Reading Recovery (programme de rééducation de la lecture) ou à son initiative dans des classes ordinaires, sont maintenant utilisés également à grande échelle dans des classes ordinaires ou d'enseignement spécialisé non affiliées à Reading Recovery. L'utilisation fréquente de ces livres standardisés par niveau dans d'autres contextes que Reading Recovery soulève une question importante: des livres standardisés pour être utilisés en Reading Recovery peuvent-ils avoir une valeur instructive centre que celle que les enseignants de Reading Recovery sont formés à apporter? Cette étude a pour but d'examiner l'intérêt par rapport aux programmes des livres standardisés par niveau pour être utilisés par Reading Recovery, afin d'évaluer l'intérêt de ces textes dans le cadre d'un enseignement des débuts de la lecture qui met l'accent sur la reconnaissance des mots ou le décodage au lieu de ou en plus des trois principaux systèmes d'indices. La recherche a montré que, en tant que textes pour l'enseignement des débuts de la lecture, les livres de Reading Recovery fournissent un apport modeste à l'enseignement de la reconnaissance des mots et presque aucun à l'enseignement du décodage en ce qui concerne l'utilisation des attaques et des rimes. La recherche a trouvé également que les livres standardisés par niveau pour une utilisation dans Reading Recovery n'augmentent pas les exigences au niveau mot au fur et à mesure que le niveau des textes s'élève.

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