Low reading-group first graders read far fewer words than high-group peers, limiting elaboration¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 1989 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? First graders in low reading groups read silently only 60 words in a five-day sample (12 words a day), while children in high groups read 10 times as many words, so low-group readers cannot elaborate meaning and strategies. → Walker 1989

Evidence¶

Walker 1989¶

Walker, B. J. (1989). The Interactive Model of Reading: Deciding How Disability Occurs. https://eric.ed.gov/?id=ED315726

q2 · i? · theoretical · r2

The review reports, citing Allington (1984a), a classroom observational finding on amount read by group placement. The paper adds that Juel (1988) found poor readers read less than half as many words each year as good readers and read at 80% accuracy.

"In fact, Allington (1984a) found that children in high reading groups read 10 times as many word as children in low reading groups.In this study, first graders in low reading groups read silently a total of 60 words during the five-day sample period."

Discussion¶

Learner Variables¶

• Decoding — predictor: learners who differ on it differ in outcomes

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